Visualizing Functions Summary

Monday - Friday, June 28 - July 2, 2010

On the first day of PCMI, our working group members introduced themselves and stated why they chose to be in the Functions Group and what they hoped to learn. We looked at past projects to get an idea of what had already been done and to get ideas for what we would like to produce. Cal also showed us two computer websites that we might be able to use in your project: Wolfram and GeoGebra. We spent some time learning how to use these two programs and how they may be able to be incorporated into our project. We also looked at the Ning and how to sign up on it.

On Tuesday, we discussed ideas we each had for our project and possibly narrowed the main focus of the project to involve recursive functions. We spent time them looking on the internet for ideas and for what was already available for teachers to use. Cal also gave us a problem to investigate involving finding the median-median line given fuel efficiency data.

On Thursday, we exchanged ideas for our project and then had a wonderful presentation by Steve Tanimoto who shared his Pixel Calculator computer program. We discussed transformations as a possible project, either with color pixels or by image. We are still discussing if we are going to produce a project or an article for the Mathematics Teacher magazine.

On Friday, Steve Tanimoto came back and shared his Pixel Math computer program. We investigated transformations of pictures using his Pixel Calculator program. After Steve left, we continued investigating the program and seeing if we could use the program in our project. We are not sure what our project/article is going to look like but we want to incorporate how students understand or learn how to do transformations.

Back to Journal Index

PCMI@MathForum Home || IAS/PCMI Home

© 2001 - 2018 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the Institute for Advanced Study, 1 Einstein Drive, Princeton, NJ 08540
Send questions or comments to: Suzanne Alejandre and Jim King

With program support provided by Math for America

This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.