1. Write a half page, single-spaced reflection on the article. What you choose to reflect on from the article is up to you, but I suggest that you reflect on aspects of the reading that resonated with you, that you found most interesting or most illuminating for your own mathematical understanding.
2. Interview a high school student, college student, high school teacher, or college instructor (basically interview one person that you would expect to know a little something about functions). Conduct your interview over zoom. Record the interview to the cloud and change you settings to get an automatically generated transcript. Use the same interview protocol as in the paper. In the paper pay close attention to the dialogue between the interviewer and the interviewee for the kind of probing questions that the interview asks. Strive to do the same in your interview.
Interview protocol
Start by inviting the participant to sketch by hand on the same coordinate system graphs of y=x^2 and y=(x-3)^2 and ask them to explain how they generated their sketch.
Next, invite participant to compare their sketch to that of computer generated sketches (use Desmos or another web based graphing program).
After they compare sketches, ask the participant to comment on the location of the graph y = (x – 3)^2 relative to the graph of y = x^2, relating, where necessary, to the discrepancy between participants sketch and the computer generated sketch, or to the discrepancy between the intuitive expectation and the “known” result.
If the issue did not come up naturally, ask the participant to discuss the graph of y = x^2−3 and compare it to the graph of y = (x – 3)^2.
Write a one page max, single-spaced account of the mathematical reasoning of the person you interviewed. Use exact quotes (like they did in the paper). After summarizing their reasoning do your best to “diagnose” their reasoning and compare their response to those in the paper.
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