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dc.contributor.advisorWade, Carol H.
dc.contributor.authorBromley, Shannon
dc.date.accessioned2021-09-07T21:39:01Z
dc.date.available2021-09-07T21:39:01Z
dc.date.issued12/12/2020
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4874
dc.description.abstractWhen teaching secondary mathematics, there is often a struggle to distinguish true understanding versus the ability to follow a memorized procedure. This commonly occurs in Algebra I content of solving and graphing quadratic equations. Engaging students in Desmos interactive graphing learning activities has been shown to help deepen students’ understanding of such concepts. This curriculum project is designed to deepen students’ understanding and fluency of quadratic equations by including hands-on activities that support students discovering relationships and patterns between quadratic equations and their corresponding graphs. The unit plan aligns to the New York State Common Core State Standards.
dc.subjectQuadratic Equations
dc.subjectDesmos
dc.subjectConstructivism
dc.subjectGraphing
dc.subjectSolving
dc.titleUsing Desmos to Support Conceptual Understanding of Quadratic Equations and Their Graphs
dc.typethesis
refterms.dateFOA2021-09-07T21:39:01Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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