Abstract
What first comes to mind? For you is 2 a number? Is it a radical? Is it a measure? Is it the length of the diagonal in a unit square? Is it the length of the hypotenuse of a unit-length right triangle? Maybe it is the secant of 45o? How you imagine 2 is dependent on the experiences you have had with it. The more limited our experiences with a mathematical object the more limited our understanding of it. The broader our experiences with the object the greater our understanding of it. 2 is an interesting object. What is it? What does it look like? How does it behave? What might a mathematics teacher do to provide opportunities for learner activity that broadens the learner’s relationship with 2, making possible greater understanding of it and greater understanding in general of radicals?
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Simmt, E., Sookochoff, S., McFeetors, J., Mason, R.T. (2012). Curriculum Development to Promote Visualization and Mathematical Reasoning. In: Norris, S.P. (eds) Reading for Evidence and Interpreting Visualizations in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-924-4_8
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DOI: https://doi.org/10.1007/978-94-6091-924-4_8
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