MTE 494 10/14/09Homework Assignment Due on 10/19 & 10/211. Following your experience with GSP in the lab sessions (and on your own)1, recreate the A-Frame-Barn GSP sketch with all the features shown in the picture below. Your GSP document should contain at least 2 pages, with each of (a) and (b) appearing on separate pages. Use the usual file naming convention and email your file to me by 10/21.(a) Construct your diagram of the barn so that the figure itself does not move around freely, and only point A can be dragged along the line segment representing the left hand part of the barn’s roof. (b) Use GSP’s graphing utility to create a graph showing the functional relationship between the barn’s volume and its width. Your graph must include the following features: - a point on the graph that can be dragged freely along the curve - the rectangular coordinates of this point displayed as line segments along the coordinate axes - action buttons that hide and show these line segments (one at a time and simultaneously) - “dynamic” axis labels that show the value of the length of these segments changing as the free point is dragged along the curve- a table of values of the point’s rectangular coordinates- an appropriate title describing what the graph depicts1 See this site for GSP user resources: http://www.dynamicgeometry.com/1MTE 494 10/14/092. Read Chapter 3 of Chazan’s book (Beyond Formulas in Mathematics & Teaching) and come prepared to discuss it in class on 10/19. In addition answer the following questions:(a) Chazan describes a "Relationship-Between-Quantities" Approach to the subject of school algebra. Describe what Chazan means by such an approach, by citing and characterizing some of its core features and foci in terms of what he envisions having students understand. How does this approach contrast with a"traditional" one?(b) In the second paragraph on page 77 Chazan says "... my main interest here is in the relationshipbetween teachers' understanding of school subject matter, the teaching they do, and their preparation to tackle questions of students motivation". In pages 78-84 Chazan develops an analysis of a typical time/distance/rate problem often seen in a school algebra course (i.e., the submarine problem).How are these two related? That is, what does Chazan's statement on p. 77 have to do with what heoutlines on pp. 78-84?Note: answering (b) insightfully will likely entail careful reflection on the nature and substance of Chazan's analysis.Submit your written reponses to these questions by 10 am on 10/19. Try to be concise and to the point, but not at the expense of substance. As a rough guideline, aim for about 3 pages (12-point font, and 1.5 line
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