On Aug 27, 2013, at 6:22 PM, Richard Strausz <Richard.Strausz@farmington.k12.mi.us> wrote:
> How do you know that 'he' (actually the 'they' of the fellow posters and readers like me) didn't do any teaching of the quadratic function?
Because you wouldn't use an activity like this if you did, or if you had any faith that your students understood it. Read again where I wrote "he doesn't even try to connect it to the quadratic function".
Of course you said "any teaching of the quadratic function", not that you actually taught the quadratic equation. One follows the teaching of the quadratic function with a whole different class of problems, least of which, problems involving algebra and 2nd degree relationships. None of Dan's examples, including this one, involve algebra. He deliberately designs them that way because he doesn't want to teach algebra, or mathematics.
Look at this way Richard. Real algebra teachers spend their nights pondering and perfecting a year's worth of lesson plans designed to help their students do one thing. Tackle the hard epiphanies in algebra. Dan spends his nights entertaining himself and making videos. He doesn't even have any time for algebra. Even the little epiphanies. This whole act is for his benefit, not his students. This is Dan's dream. Not his students. Trust me.