Teaching Arithmetic Sequences Using Situated Problem Solving Tasks

Fisher, Thomas A.

dc.contributor.advisor	Wade, Carol H.
dc.contributor.author	Fisher, Thomas A.
dc.date.accessioned	2021-09-07T21:43:07Z
dc.date.available	2021-09-07T21:43:07Z
dc.date.issued	2016-09-10
dc.identifier.uri	http://hdl.handle.net/20.500.12648/5083
dc.description.abstract	This curriculum project was developed to help teachers educate students about arithmetic sequences using an inquiry-based situative approach. The curriculum incorporates meaningful contexts within problem solving tasks to help students make connections between linear functions and arithmetic sequences. The materials are aligned to the Algebra I standards within the Common Core Learning Standards (CCLS).
dc.subject	Arithmetic Sequences
dc.subject	Sequences
dc.subject	Arithmetic
dc.subject	Situated
dc.subject	Tasks
dc.subject	Mathematics
dc.title	Teaching Arithmetic Sequences Using Situated Problem Solving Tasks
dc.type	thesis
refterms.dateFOA	2021-09-07T21:43:07Z
dc.description.institution	SUNY Brockport
dc.description.department	Education and Human Development
dc.description.degreelevel	Master of Science in Education (MSEd)
dc.source.status	published
dc.description.publicationtitle	Education and Human Development Master's Theses
dc.contributor.organization	State University of New York College at Brockport
dc.languate.iso	en_US