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understand BIG concepts so that you may better explain them connect your graduate studies to what you could be teaching continue to learn
, Dr. Douglas Lapp (2008), Unit 1: Connecting Mathematical Concepts: Secondary to Undergraduate, pg 1.
CONCEPT MAP
, Dr. Douglas Lapp (2008), Unit 1: Connecting Mathematical Concepts: Secondary to Undergraduate, pg 2.
WHY is 0 considered the identity element for addition and 1 considered the identity element for multiplication?
B A
e f g h j k
B A
e f g h j k
e f g h j k
f e j k g h
g k e j h f
h j k e f g
j h f g k e
k g h f e j
GROUP
Closed Associative Identity Inverse
SUBGROUP
Closed Associative Identity Inverse
THEORETICAL PERSPECTIVE
Pirie,S & Kieren, T. (1994) Growth in mathematical understanding: How can we characterise it and how can we represent it? Educational Studies in Mathematics, 26 (2-3), 165-190.
Learners engage in specific activities aimed at helping them to develop particular ideas/images for a concept
No longer tied to actual activities. The learner has interiorized the action.
Full understanding
Source: http://www.bing.com/images/search?q=knowledge&view=detail&id=6B7BA302D9D88A7F2E264A21E571D3B2E3D5DD05
FOLDING BACK
FOLDING BACK
Occurs when a new situation requires the learner to revisit earlier images and understanding to inform their new thinking
The learner reflects on their current and previous understanding The previously held image may need to be modified or broadened (creates deeper understanding)
QUADRATIC EQUATIONS
What sort of Primitive Knowledge would you expect is needed to learn about quadratic equations?
What sort of activities could you do to help students develop and image for quadratic equations?
What would be an example that would show you a learner is at the image having level for understanding about quadratic equations?
What sort of properties would you expect learners to notice when exploring quadratic equations?
Where might folding back occur when learning about quadratic equations? Give an example.
THEORETICAL PERSPECTIVE
4. Folding Back
Learners engage in specific activities aimed at helping them to develop particular ideas/images for a concept
No longer tied to actual activities. The learner has interiorized the action.
Full understanding
= + 5
WHAT IS THE IDENTITY OF THIS FUNCTION?
B A
ro
d1
d2
r1
r2
ro v d1 d2 r1 r2
B A
ro ro v d1 d2 r1 r2
v v ro r1 r2 d1 d2
d1 d1 r2 ro r1 d2 v
d2 d2 r1 r2 ro v d1
r1 r1 d2 v d1 r2 ro
r2 r2 d1 d2 v ro r1
ro v d1 d2 r1 r2
B A
ro ro v d1 d2 r1 r2
v v ro r1 r2 d1 d2
d1 d1 r2 ro r1 d2 v
d2 d2 r1 r2 ro v d1
r1 r1 d2 v d1 r2 ro
r2 r2 d1 d2 v ro r1
ro v d1 d2 r1 r2
B A
e f g h j k
e f g h j k
f e j k g h
g k e j h f
h j k e f g
j h f g k e
k g h f e j
SIDE-BY-SIDE COMPARISON
B A
ro ro v d1 d2 r1 r2
v v ro r1 r2 d1 d2
d1 d1 r2 ro r1 d2 v
d2 d2 r1 r2 ro v d1
r1 r1 d2 v d1 r2 ro
r2 r2 d1 d2 v ro r1
B A
ro v d1 d2 r1 r2
e f g h j k
e f g h j k
f e j k g h
g k e j h f
h j k e f g
j h f g k e
k g h f e j
MAPPING
= *, , , , , + to = *0, , 1 , 2 , 1 , 2 +
0
1 2 1 2
4. MAPPING NOTATION
= 0 = = 1 = 2 = 1 = 2
Cycle Notation
2 3 1
= 1 2 3
CYCLE NOTATION
What if S = {1, 2, 3, 4} How would you write: 1 2 3 4 3 4 1 2 In cycle notation? 1 3 (2 4)
CYCLE NOTATION
What do you think 1 3 (1 2) means?
We usually write cycles as disjoint cycles. If they are not disjoint, one action follows the other. Here, 12 213 31 1 3 1 2 = (1 2 3)
MAPPING BETWEEN
= *, , , , , + = *0, , 1 , 2 , 1 , 2 +
1 3 1 3 1 0 2 2 , 2 2 , 0 1 3 1 3 1 2 2 2 2 1 3 1 3 1 0 2 , 2 2 , 2 0 1 3 1 3 1 2 2 2 2
3 = , , , , ,
0 1 2 1 2
1 0 0 1
1 0 0 1
1 3 2 2 3 1 2 2 1 2 3 2 3 2 1 2
1 3 2 2 3 1 2 2 1 3 2 2 3 1 2 2
0 1 2 1 2
1 0 0 1
1 0 0 1
1 3 2 2 3 1 2 2 1 2 3 2 3 2 1 2
1 3 2 2 3 1 2 2 1 3 2 2 3 1 2 2
HOMOMORPHISM
In #9a you were asked, What two properties of functions must be true to say every element in one world is mapped to exactly one element on the other world and no element in any world goes unmapped?
ONE-TO-ONE
A function mapping T to M is called one-to-one (1-1) if whenever (a) = (b), a = b 0 1 2 2 1
NOT ONE-TO-ONE
A function mapping T to M is called one-to-one (1-1) if whenever (a) = (b), a = b
0
1 2 2 1
ONTO
A function mapping T to M is called onto if for all m in M, there exists a t in T such that (t) = m [All of M is used] 0 1
NOT ONTO
A function mapping T to M is called onto if for all m in M, there exists a t in T such that (t) = m [All of M is used] 0 1 2 2 1
MAPPING :
= *, , , , , + to = *0, , 1 , 2 , 1 , 2 +
0
1 2 1 2
A HOMOMORPHISM
: , (,)
That is one-to-one (injective) and onto (surjective)
is called an
ISOMORPHISM