My students are fussing about factoring, graphing, completing the square, etc. They say all they need is the quadratic formula, that older students have told them that's all that they used in College Algebra.
In Algebra 2, do you make them learn all the other ways? If so, what is the justification?
Back in the day I didn't get taught EITHER way, it was strictly trial and error, which stunk. I was so amazed to find out about the box method I never really looked beyond that. so I never tried the grouping method you suggest, and now I am teaching pre-algebra so I don;t have a chance to try it out.
> By the way, I love the way you start with factor finding.
Thanks. A lot of what I do is set the stage well beforehand so that they have fluency in key skills right before they need them. That is one of the reasons I am really enjoying teaching pre-algebra. Having taught algebra for many years I know exactly what they need to be successful in algebra and THAT is what I concentrate on, state test be d@mned.
n 3/01/13, Stella wrote: > Thank you very much for your replies. You are stating what I > believe, but since I am coming back to math after a long break, I > am sometimes unsure of myself, especially when the students just > can't seem to learn what we are studying. I needed some > reinforcement (and backbone). > > Their previous teacher mainly taught them how to use the > calculator to solve everything. We did factoring for weeks, and > half the class still could not do it. > > Even consultants who have come in focus on how to use the answer > choices to go backwards to the question. A good test taking > technique, but it makes the kids think what we do is irrelevant. > > Thank you again. >
On 2/23/13, Sue wrote: > Is anyone using one of the new common core textbooks or > planning on adopting something soon. I am winging it right > now without a textbook and the only decent one I can find > is "Math IN Focus". Unfortunatly it requires one hour per > day which my school is finding difficult to do. We need > something next year and not sure what to do. Any > suggestions?????
A lot of people have been redirected to that page. Something in your post must have caused the (lame, outdated) auto-filter to assume you were trying to break the law.
Don't worry about it. If everybody here who's seen that message were in danger of federal arrest, there would be half a dozen people left walking around free to post anything at all.
> Don't worry about it. If everybody here who's seen that > message were in danger of federal arrest, there would be half a > dozen people left walking around free to post anything at all.
Thanks so much for your reply; I thought I had some kind of malware on my computer! Wonder what I wrote that triggered it? I tried to use the square root symbol, maybe that did it
I ...See MoreAnother teacher shared with me something I hadn't thought of and am wondering what you all think...
Let x and y represent the factors of a given number, so that xy=n. Therefore, y=n/x. Put that into the calculator and the table will give the factors. Example xy=42, y = 42/x. Look at the table and it will give the factors of 42.
I like the way it reinforces transforming equations, but is it too much of a short cut?
We do not allow calculators at all. I am generally against doing anything with a calculator that the student couldn't, if need be, do by hand. To me that is the dividing line between a crutch and a tool.
mtinnjDoesn't seem like much of short cut. However, your function is missing one small detail for your table, which maybe you meant to be obvious. Domain={x| 1
If you are a middle or high school math teacher and available for a 15-20 minute conversation on this subject, I would like to learn how you use technology in your classroom.
I am a teacher, currently working on completing the research requirements for my doctorate in education. My study focuses on utilizing small group instruction techniques in mathematics classrooms patterned after proven techniques used in Reading classes. The study attempts to generate a working model that allows for appropriate differentiation of content while at the same time increasing student interest in mathematics. I am asking for your assistance.
If you have taught at least ten years and have experience teaching mathematics, I would be interested in your feedback concerning this model.
If you are interested, please email an I will send you the necessary information.
Personally I don't use the textbook at all. I do not use it for teaching nor do I use it for homework. In my experience, texts are usually written at a level that is inappropriate to the reading and cognitive levels of students. And they usually miss the points of difficulties that actual students have.
I like showing students e^i(pi) + 1 = 0, and it seems years ago i found a nice proof of this that didnt use calculus and was easily accessible for trig if not alg2 students.
Are your students familiar with formulas for exponential series e^x and trig series sin x and cos x? If yes, I will post the details in next few minutes. Otherwise, I too am interested in reading simpler solution from other respondents.
Best regards.
Mohan Pawar ----------------------------------------------------------------- Online test preparation in Maths/Physics: ACT/SAT/AP and IIT JEE ----------------------------------------------------------------- US Central Time: 9:07 PM 3/17/2013