Nursema Ata's Journals

The Animation Activity https://www.geogebra.org/m/jtmeyyrt The Homework from the Variables and Relationships Chapter, Collaboratively done with Süeda Bozkurt;  Exploring Variables 1: When A is being dragged, I automatically move, too. When we tried to move point I, neither point I nor A moved. So, I act as a constant in this relation, and A acts as a variable. A and I move inversely to each other. It is the same relationship for J as a variable and B as a constant, but this time, they move in the same direction. When C, a variable, is being moved, B, a constant, also moves; however, their distances remain constant.  E and H do not move when dragged first, but when G is being moved, both of them move accordingly. They are points of the same linear line. The distance between E and G is about two times the distance between G and H. So, G is a variable that affects both E and H. F does not affect any of the points, and it acts as a free variable—something like y=x. Exploring Varia...

  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 sw...

 Paper folding and dividing the equilateral triangle into four congruent triangles were quite helpful for me. The concept of recursive sequences, or cumulative sequences, is abstract to grasp quickly by students. So, these activities help students to concretize something abstract. I actually used it on my student. We were studying number sequences, and I found it hard to find materials that made this transition smooth. So, I implemented paper folding first. I asked how often he thinks we can fold the paper, and he said until it becomes a dot. Then, I wanted my student to start folding the paper repeatedly. We discussed a bit, and then I gave the triangle activity. It was an excellent lesson since I could implement something I learned in the class in my tutoring.  For question 16: for even numbers : For powers of 3:

    After looking at my notes to see what we have covered this week the first topic I came across was the terms CTS and ITS, and I realized that I don't have enough knowledge about them. I remember you mentioning them as new concepts in the field, so I started to do some research. However, I wasn't entirely satisfied with both the quantity and quality of the results.  Nevertheless, if I were to share my thoughts, if I understood it correctly both of them are computer systems. I believe that ITS offers more advantages, or it's a broader concept. CTS, on the other hand, is more specific and content-focused, providing instant feedback primarily for correctness. In contrast, ITS doesn't focus solely on one subject; it aims to provide various skills across different subjects, including problem-solving and critical thinking. These are my thoughts, but I think they need some improvements. Maybe we can discuss more.     I also noticed that I didn't have enough know...