Exactly where [a lesson] moves depends on such complex factors as the structures of those present, the context, and what has been anticipated. It may move toward more formulated understandings, if such formulation is relevant to the play space or if it becomes part of a further exploration. It may simply move to other sorts of activities. This, of course, is not to say that we should just allow whatever might happen to happen, thus abandoning our responsibilities as teachers. Rather, it is to say that we cannot make others think the way we think or know what we know, but we can create those openings where we can interactively and jointly move toward deeper understandings of a shared situation.

(Davis, 1996, p. 238-39)

My Grade 9 students are currently working on recognizing, analyzing, graphing, and solving problems involving linear relations. Linear relations lend themselves so naturally to describing patterns à la www.visualpatterns.org, and this is precisely how we got our toes wet in the topic: For several days, my students had been analyzing, extending, and (productively) arguing about a variety of linear and non-linear patterns. The intention of these first few lessons was to have students develop (or, in some cases, refine) an understanding of constant and non-constant change and to connect patterns in pictures to patterns in tables of values.

As the students began to connect ideas, I looked to develop an activity that gave students an opportunity to apply the generalizations emerging from the phenomena that we were playing with. Continue reading “On linear patterns and drifting problems”