| Date |
In Class |
Assignment |
| July 17 |
Agenda
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| Jul 18 |
Agenda
- Continue discussion of box problem (15)
- Discuss Graphing Tips 1 in the context of the box problem (30)
- Administer Function Inventory (30)
- Discuss and whiteboard standard bottle problem (30)
- Discuss gas guage problem (15)
- Discuss teacher responses to the Teaching Gap assignment (30)
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| Jul 19 |
Agenda
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| July 20th |
Agenda
- Discuss solutions to over and back video
- Explore and explain circle task using graphing calculator
- Ladder problem
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- Ladder and gas guage problems
- Course Forum: Review video link from syllabus on "speaking in meaning." Explain what is involved in "speaking in meaning". Discuss what changes/improvements you will neet to make in yourself to speak more meaningfully when participating in discussions during class.
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| July 24th |
Agenda
- Discuss ladder problem and gas guage problem (30)
- Introduce notion of lesson logic: model the development of a "lesson logic" for the composition problem (45)
- Introduce City A and City B activity (60)
- Discuss responses to the Ma assignment (30)
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- Develop a lesson logic for the ladder problem
- Course Forum: Discuss the process and purpose of a lesson logic. Did you engage in new thinking when developing your lesson logic?
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| July 25th |
Agenda
- Discuss lesson logics;
- Discuss Ma assignment.
- Quiz
- Explore City A, City B phenomena
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- Select a task that has the potential to engage students in covariational reasoning. Create a lesson logic to use this task with your students.
- Continue to explore City A, City B phenomena. Download GSP file and tasks (see course forum). Complete level two assignement on the worksheet you downloaded. Provide an explanation of the reasoning you used to construct each of the three graphs on level two of the worksheet.
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| July 26th |
Agenda
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| July 27th |
- Review notion of angle measure, conversion of degree measure to radian measure, etc.
- Discuss solving problems intuitively
- Introduce sine and cosine functions with finger tool
- Explore behavior of sin (2x), sin (4x)... sin (nx)
- Explore behavior of cos (sin (2x)), etc.
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- Re-work 4, 5, AND 6 (solving problems intuitively). Be sure to write meaningful explanations, using figures as needed, to explain your answers.
- Complete Trig Functions
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| Aug. 24th |
Agenda
- Hand back tests and discuss select problems (i.e., composing functions by graphing, lesson logic)
- Describe resubmit options for select test items
- Discuss Trig Functions assignment
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- Resubmit test items 1 and 2 for 4 points each. Details regarding resubmission guidelines will be provided in clas..
- Finalize Trig Functions homework. Be sure to "speak in meaning" when providing your explainations!
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| September 7th |
Agenda
- Whiteboard important things you want students to learn when teaching trig.
- Whiteboard strategy for connecting triangle trig. and trig. on a unit circle.
- Hand out final project
- Rate of change assessment
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- Develop a three day unit plan to introduce trigonometry. The plan should include a logic that conveys the ideas to be developed and how you will develop them. Prepare lesson logics for individual days or groups of days that details how the ideas will be developed. Prepare activities by which you will teach and by which students will learn what you intend them to learn.
- Course Forum: Discuss the process and purpose of a lesson logic. Did you engage in new thinking when developing your lesson logic?
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| Sept. 21, 2006 |
Agenda
- Discussion of connections between triangle trig., unit circle trig., and the trig. functions
- Review of trig. ideas
- Promoting Covariational Reasoning: More practice composing trig. functions (e.g., sin (cos (2x-1))
- Connecting function composition of trig. functions to standard translations--why do the rules work?
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- Homework: Composition of Trig. Functions and Review of Proportionality
- Course Forum: As you reflect on your teaching and your students' learning, are you still focussing more on what you say, or are you beginning to focus on your students' meaning making and conceptual knowledge? What specifically are you doing if anything to realize these shifts and what successes have you experienced?
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| Oct. 3 |
Agenda
- What does it mean to reason proportionally?
- What is the meaning of constant rate of change?
- Thinking about teaching linear functions
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- Homework and activities from Shannon's class.
- Thinking about teaching linear functions homework (to be determined)
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| Nov 14 |
Agenda
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Functions as Models
Extension of in-class example regarding action versus process conceptions
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| Nov 21 |
Reprise of Action vs Process conceptions of formulas
- Review of f(x) = x2 mod cos(x)
- Why does it break where it does?
- Why do we get some regions of "increased activity" and some regions of "little activity"?
- What does this have to do with teaching high school math?
Inequality activity
Course evaluation
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Logic of inequality activity
Inequalities from a broader perspective
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| Nov 28 |
Thanksgiving |
Thanksgiving |
| Dec 5 |
Play with polynomials
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| Dec 12 |
Final Projects due
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Polar Coordinates homework
Finish Polar Coordinates homework.
Re-view Video #3 of Over and Back. What were the central ideas? What were the important pedagogical moves?
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