Steve Hinds demonstrates an approach to graphing function solutions that is based on the underlying meaning of the points, and not on mechanically following a procedure. (Click here for the background essay.)
In your teaching, have you emphasized that function graphs represent function solutions, or do you have your students follow a more mechanical approach (e.g., locate the y-intercept, and then use the slope to graph a second point)?
Do you emphasize different representations of mathematical concepts in your classroom? Where?
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