23-27 October's Journal

  During the lesson, at first, we were not allowed to use GeoGebra to graph the cell phone activity. So, it took a great effort to draw it accurately. Even to the best of our ability, we could not draw it perfectly. Using technology afterward enhanced the effectiveness of this activity by providing dynamic visualizations, enabling "what-if" analyses, and facilitating data organization. It could help students bridge the gap between abstract mathematical concepts and real-world decision-making when used in a classroom. Students may find it fascinating that as the number of minutes changed, the cost on the graph updated in real-time. The feeling of being in control of the data and immediately seeing how it changes in minutes affects the price of each plan may be an effective way of learning. It is much more engaging for students than looking at static charts in a textbook. It is exciting to visually identify the breakpoints in the graph, like the moment when the cost function switched from $0.45 per minute to $0.40 per minute. GeoGebra made it easy to see these critical points and understand how piece-wise functions operate in a practical context. Seeing data in a spreadsheet format can help students compare and analyze the costs of different plans more systematically. It can also facilitate data-driven decision-making. Through this activity, students can gain a deeper understanding of piece-wise functions and how they can be used to model real-world scenarios. They also learn how technology can enhance their mathematical explorations and help them make informed decisions based on data and mathematical models.








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