# Dimension 1

Access to Inquiry-based Learning

## Definition

Provide access to dynamic tools to support inquiry, discovery, and deep mathematical sense-making (Hammond, 2018; NCTM, 2020; Aguirre et al., 2013; Dick & Hollebrands, 2011).

## Question Prompts to Center Equity

In what way does the choice of technology tool foster mathematical inquiry and allow equitable access for each and every learner?

## TPACK Teacher Moves to Enhance the Dimension

The teacher supports inquiry by posing purposeful questions that support inquiry, discovery, and deep mathematical sense-making.

## Descriptors

Supports students in making connections and constructing meaning

Opportunities for deep mathematics thinking

Dynamic

Allows students to explore and discover

High Interest

Allows students to make predictions

Provides students with variety and choice

Provides opportunities for multiple representations

# Go-motion

Vernier CBR

Vernier CBR

Use of technology to discover the distance-time graph.

What is a Distance-Time Graph? A distance-time graph **shows how far an object has travelled in a given time**. It is a simple line graph that denotes distance versus time findings on the graph. Distance is plotted on the Y-axis. Time is plotted on the X-axis.