This study proposes a digital task sequence aimed at creating an intellectual need for students to use
graphs. At the start of this task sequence, students play the role of skyscraper builders. They are tasked
with selecting the location of two buildings on opposite sides of a street and explaining their choice of
location. Next, they are presented with a problem: how does the distance between the skyscrapers
relate to people driving on the street? To solve this problem, students are asked to create a
presentation consisting of images and text, intended to encourage the use of varied strategies. These
varied student strategies serve as an entry point to introduce graphs as an efficient tool for solving the
problem. A lesson case is used to demonstrate the implementation of this digital task sequence.
Forschungs-