Please review the rubric and use words from the glossary and correct mathematical terms in the reflection:
This assignment has two parts. You will first analyze two students work on a function task and then describe instructional strategies you could use to help students build the conceptual understanding necessary to transition from a correspondence view of function (e.g., Student A) to a covariational view of functions (e.g., Student B).
Before you begin, review the following module resources (as needed) to support your understanding:
1. Analyze Two Students Work on a Function Task
Click on the link to the HTML page to view the two students work on the function task. As you review the two students work, consider which instructional strategies you would use to help transition Student As view from a correspondence view to a covariational view of functions.
(See attached)
2. Write a Reflection
Use the questions provided to write an instructional plan based on your analysis of the tasks. Your written response should be between 300 and 500 words. Be sure to use precise mathematical language throughout your explanations.
Analyze the Tasks
- What foundational concepts support the transition between the reasoning of Student A and Student B?
- What common misconceptions might students have during this transition, and how would you detect and address them?
Make a Plan
- What instructional strategies would you use to help students, like Student A, transition from a correspondence to a covariational view of functions?
- Explain how each of these strategies would be applied in practice.
Connect to Your Practice
- How do these function concepts appear in your classroom?
- If functions are not explicitly included in your grade-level standards, how do the concepts you teach lay the foundation foror build uponstudents’ understanding of them?
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