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Dave Slomer Retired AP Calculus teacher http://www.geocities.com/capecanaveral/lab/8692 -----Original Message----- From: William J. Larson <Bill_Larson@compuserve.com> To: Multiple recipients of list <firstname.lastname@example.org> Date: Wednesday, October 14, 1998 8:26 AM Subject: Re: stop teaching shifting & stretching?
>OK, my post produced a lot of response. Everyone said "NO." >Several were excited. So I'd guess I'd better respond to the responses.=
>I've just switched over to a text that uses graphers (They arrived late >from =3D > >the publisher) and a rather complicated equation was presented in the te= x=3D >t >(f(x) =3D3D (x -2)^(1/3) + 3) as it appears in the grapher screen withou= t >explanation. =3D > >I immediately launched into A "start with x^3, which you know, reflect, >shift, =3D > >voila!" routine. But then afterwards wondered why the text had not. =3D=
> >Fine I agree with the consensus. I'm very happy to teach shifting, etc.=
>But let me ask a broader question. The invention of calculators meant t= h=3D >at > >we did not have to teach slide rules. The invention of scientific >calculators >meant that we did not have to teach log & trig tables. We now must teac= h=3D > =3D > >(& exercise) grapher use, so something (at least in principle) must go a= n=3D >d >hopefully can go. What is it? Hopefully enough can go that I can add =3D=
> >something eg. matrices that I have never had time for. No such luck? > >Bill Larson >Geneva<