Students often learn techniques for solving systems of equations, like substitution and elimination. However, these are often learned as procedures without meaning. Students may also see representations of systems of equations, like a Cartesian plane with two lines crossing, or a symbolic representation with two equations. Often, however, these are disconnected. Students may not be able to articulate the connection between the techniques and the representations (e.g., what does two lines crossing have to do with elimination?)
We think students need more contexts and representations to make systems of equations meaningful. In this session we discussed contexts and representations beyond tables, graphs, and symbols to help students make systems of equations meaningful.