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dc.contributor.advisorWade, Carol H.
dc.contributor.authorDaily, Donovan J.
dc.date.accessioned2021-09-07T21:46:14Z
dc.date.available2021-09-07T21:46:14Z
dc.date.issued10/1/2012
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5268
dc.description.abstractThis project illustrates a process of designing curriculum for the study of quadratics in Algebra 1, in alignment with the Common Core State Standards in mathematics. The process incorporates the body of research on student conceptions of quadratics and available techniques and technologies for the enhancement of student conceptions. The Algebra 1 course trajectory recommended by the Common Core is analyzed in light of the existing research, unpacked into learning objectives, and restructured to address key conceptual roadblocks synthesized from the research. The resulting curriculum capitalizes on technology, rich problem contexts, and students’ prior knowledge of linear relationships in order to build student concepts of quadratic relationships. The curriculum is sequenced from graphical to symbolic representations, wherein visual and dynamic models provide meaning to symbolic structures and manipulations. A six week instructional calendar and supporting materials are provided to support implementation of this curriculum project.
dc.subjectMath
dc.subjectQuadratic
dc.subjectCommon Core
dc.subjectCurriculum
dc.subjectAlgebra
dc.subjectConception
dc.titleA Curriculum Project on Quadratics Aligned to the Common Core State Standards
dc.typethesis
refterms.dateFOA2021-09-07T21:46:14Z
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.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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