Conceptualising Motion Through Dynamic Graphing

Abstract

In this paper, I review the use of dynamic graphs for developing understanding of motion in one- and two- dimensional space, as reported in the literature. In the main part of the paper, I report my findings on the use of dynamic graphs in a Year 12 class while they were studying vector calculus. The technology used was the graphics calculator. The graphs showed the trajectories of position vectors, and the graphing was performed in the parametric graphing facility. Straight line, parabolic, circular and figure eight trajectories were included. Analysis of classroom conversation indicated that the dynamic graphing supported conceptualization of position in multiple ways, but offered few opportunities for defining velocity and acceleration. Reasons for the differing outcomes were that position was displayed in relation to Cartesian axes but velocity and acceleration were not represented in any lasting material way on the dynamic graphs.