I introduced “sequence diagrams” as visual tool to help students think about sequences (alongside graphs, tables, and visual patterns). Instead of modeling the use of this tool, I had the students explore it through a series of questions.
The sequence diagram below shows an arithmetic sequence where the second term is 5 and the thirteenth term is 49.
How much is each little arrow worth? // Most students realized that counting the number of little arrows and “spreading out” the +44 equally to each one would do the trick. Formally we introduced this concept as slope. Though unconventional, I prefer to introduce slope in terms of a unit ratio, i.e. the amount that y changes when x increases by 1. Usually, slope is simply introduced as “the ratio between the change in y and the change in y”. But ratio has many different interpretations, and I believe introducing slope as a ratio is not enough – one must make a choice regarding which interpretation of ratio to use when introducing slope.
What’s the y-intercept of this function? // The nice thing of sequence diagrams is that boxes can be added and removed as suits its user. Students were quick to add boxes to the left.
What’s the value of box X? // I gave my students hints in the form of two more questions: How many +4 arrows are there from box zero to box X? How large is the big arrow?
What happens if we change all the little arrows from +4 to x4? // The shift to geometric sequences and exponential functions was very natural with a sequence diagram. It was also convenient that the same pattern of reasoning applied. Students were able to figure out a sensible expression for the value of the large arrow, thereby finding the explicit formula of an exponential function without the need for direct instruction.