Applying Representation
 Introduction | Double Ferris Wheel | Classroom Practice | Representation in Action | Classroom Checklist | Your Journal
 In the previous sections, you considered several different types of representation, reflected on how you as a teacher can expand students' use of representations, and explored your own use of representations as you solved a problem and considered related points. Now that you are familiar with the Standard and some of its aspects, we'd like you to apply it to a high school mathematics problem about Ferris wheels. The problem connects trigonometric functions and their equations and graphs. Note that there is a close relation between trigonometric functions and circles -- so much so that some texts refer to them as circular functions. We will use the term trigonometric functions. As you work on the problem, pay close attention to the role of representations both in the solution of the problem and in the general development of understanding of trigonometric functions. Then view the video of the class and consider how you would help students work with various forms of representation to further develop their understanding of these functions.
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