> R Hansen says: > >Since you are impressed by this, tell us what this > means. For example, tell us... > 1. What does the author mean by ?their ability to > interpret functions?? > 2. How is this important in the students' ability to > mathematically analyze functions? > 3. Why isn?t there ANYTHING in these lessons to > increase the students' ability to mathematically > analyze functions? > 4. Why isn?t there ANY real time feedback in these > lessons to help students adjust their ability to > mathematically analyze functions? > > > > I scanned the blog entry pretty thoroughly. There is > zero discussion of the relevant math at all. I > thought Dan was coming close with this: > "Everyone can see which glasses are harder to graph > h and which are easier, setting up a useful > conversation later about why." > > But he wants to discuss what the students thought was > harder, without ever convincing *us* (the readers) > that he's covered the relevant math at all. Is that > supposed to be assumed (that he has?) > > Cheers, > Joe N Joe, I can't speak for others but I read things like these as a source for teaching ideas. I feel good about my ability to teach procedures, but I'm always on the hunt for motivational ideas.