“Mathematical Knowledge for Teaching” VOLUME 2 - AMESA

MATHEMATICAL MODELING – FINDING AND USING T nIan L AtteridgeDainfern CollegeLearners with different learning styles and abilities benefit from being able to choosefrom a variety of techniques. In this presentation I will introduce the use of theregression function on the Casio calculator to derive the T n (general term) for anumber pattern; either linear or quadratic. In my experience learners enjoy the mostbenefit when relating examples to concrete situations and using technology.FINDING T nIntroductionMathematical modeling is one of the most exciting additions to our new NationalCurriculum Statement. It gives the learners examples of where Mathematics is used‘in the real world’. Using questions and investigations I will present a step-by-stepmethod for deriving a T n (general formula).ContentI will demonstrate how to determine if a number pattern is linear, quadratic orneither. I will then show how to input data into the calculator and extract thecoefficients of the general equation. I will show how the table function on thecalculator could be used to solve questions once the T n is known.ConclusionThis approach to determining the T n as opposed to a more formal algebraic approach,allows weak learners to achieve success. They can then use these techniques to helpsolve problems.ReferencesAarstad, TJ (1996) The Ti-92 Symbolic Calculator in Norwegian Mathematics Education. Reportcommisioned by Strand Videregående SkoleChinn, S. (1998). Sum Hope, Breaking the numbers barrier. London: Souvenir Press.Clarke M et al.(2006) Advanced Programme Mathematics for the IEB Curriculum Grade 10. Pretoria:Clever Books.Laridon P et al. (2007) Classroom Mathematics. Grade 12 Learners Book. Sandton: Heineman.Laridon P et al. (2006) Classroom Mathematics. Grade 11 Learners Book. Sandton: Heineman.Learning and Skills Improvement Servicehttp://www.sflqi.org.uk/materials/pd_elements/03_02_01/finaloutput.htm [27 May 2009]Blog. http://mathsisinteresting.blogspot.com/ [27 May 2009]1