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By Brian Osserman

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S. (1996). Algebra is cool: Reflections on a changing pedagogy in an urban setting. In D. ), What’s Examining Linear Growth Patterns—The Case of Catherine Evans and David Young happening in math class? Envisioning new practices through teacher narratives (pp. 65–77). New York: Teachers College Press. This chapter describes two algebra lessons involving pattern tasks that were taught in an urban high school classroom. The first is similar to the activity used by Catherine Evans and David Young. The second employs a nonlinear pattern involving staircases and the number of cubes used to build them.

I asked her what the fifth one would be. ” I asked her how she did it so fast, and she responded, “After the first one you just add one every time. ” I then asked if anyone could tell me what the perimeter of the tenth train would be. Janelle said she thought it would be 12. I asked her how she found it. She said she made a table and looked for a pattern. Since this was the first time anyone had mentioned making a table, I thought it would be worth having her explain this strategy to the class.

We encourage you to find more than one way to describe any figure in the pattern and to look for ways in which these descriptions might be connected to the geometric structure of the pattern. ” You are encouraged to make sense of the different solutions provided and to consider the relationship between your solution and those produced by others. READING THE CASE As you read the case, we encourage you to pick one student in Ed Taylor’s class and think about what the 32 Examining Nonlinear Growth Patterns—The Case of Ed Taylor 33 34 Using Cases to Enhance Learning THE CASE OF ED TAYLOR 1.

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A Galois theory example by Brian Osserman


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