NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1032729
Record Type: Journal
Publication Date: 2014-Jul-8
Pages: 40
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1473-0111
Using Solution Strategies to Examine and Promote High-School Students' Understanding of Exponential Functions: One Teacher's Attempt
Brendefur, Jonathan
International Journal for Mathematics Teaching and Learning, Jul 2014
Much research has been conducted on how elementary students develop mathematical understanding and subsequently how teachers might use this information. This article builds on this type of work by investigating how one high-school algebra teacher designs and conducts a lesson on exponential functions. Through a lesson study format she studies with her colleagues how other algebra students have mathematically modeled a bacteria growth problem with no prior formal instruction. Analysis revealed that the teacher was able to use students' algebraic thinking to structure her class and begin promoting mathematical understanding. The implications for building on students' conceptions of algebra are explored throughout the paper.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools; Secondary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A