| Discussion: | All Topics |
| Topic: | Flying through Functions |
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| Subject: | RE: Chapter 1 and 2 readings |
| Author: | http://www.jprealestategroup.com/ |
| Date: | Oct 24 2005 |
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calculators can help a great deal, our students should be taught to embrace
technology.
[URL= http://www.jprealestategroup.com/ ] http://www.jprealestategroup.com/ [/URL]On
Oct 24 2005, macintosh wrote:
> After reading the material, I feel that there are a lot of valid
> ideas I would love to implement, if I Only Knew How!! Where are the
> resources that give us the examples we need to bring this material
> into the classroom? I would also like to find out if there are any
> workshops one can take to learn how to become the Facilitator in the
> classroom.
I know from my experience teaching high school that
> all we (as a department)do in IA and II is teach procedure. I love
> how the author points out that our aversion to technology leads the
> students to only look at graphs as a way to check their work. I
> feel that a lot of teachers think that once they show students how
> to work on the calaulator that they will never do the procedure
> again. So I found it interesting that the article suggests that
> students still have a preference towards the algebraic solving
> method.
I am also curious about the way our Algebra I textbook
> introduces functions. It is set up so that we do functions before
> graphing, does that make sense? How do people feel about that? How
> are we supposed to make the connections between tabular, graphical,
> and equational in terms of a function if we teach the function
> first?
Also, does anyone have a thought on the way teachers view
> calculators as the last resort over a process-based teaching style?
> Why are we so intent upon putting the calculators aside until the
> last minute?
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