CALCULUS AND ANALYTIC GEOMETRY? Why do I, as a middle grades mathematics teacher, need to know about calculus and analytic geometry? Kara Fisher
Transcript
Slide 1
Slide 2
Why do I, as a middle grades mathematics teacher, need to know
about calculus and analytic geometry? Kara Fisher
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Scenario: Based on the CBR graphing activity from June 26 At
the end of a two day class activity with the CBR, students ask :
Why do we need to know this? Will this be on the EOG? Why students
what a good question. We are learning about what the graphs
represent. We have talked about how each dip and curve mean a
change in rate or speed. Right, Ms. Fisher. We walked at different
speeds to represent the changes in the graph.
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Now if you want to know how fast you were walking at a specific
point on the curve of the graph, you would find the derivative.
That is what you will learn about in Calculus. The derivative? Can
you give us an example? http://www.ima.umn.edu/~arnold/graphics.
html http://www.ima.umn.edu/~arnold/graphics. html Can you see how
understanding graphs now will help you in finding derivatives in
Calculus? That looks cool! I cant wait for Calculus!
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Good future calculus student Build a solid foundation Provide
meaningful experiences Use imagery and concept building activities
Make connections to higher level mathematics
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Use of meaningful activities with class discussions Build
foundation for derivatives Make connections to higher level
mathematics Slope/ graph understandings These experiences may go a
long way in helping our students become more successful in graphing
and interpreting functions in the classroom and in real-world
context. Pilipczuk, Graphing functions Article support I think I
would not have been as afraid or confused in calculus if my middle
grades teacher would have at least mentioned or done a brief
overview of calculus for me. By, Julie Rao Colleague support
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Non-routine problem solving Thickening student understanding by
folding back Extensive group work with community discussions
Building skills needed for more complex math situations Article
support folding back again and again to enable them (students) to
build broader, but also more sophisticated or deeper understanding.
(Pirie and Kieren) teacher becomes a part of the mathematical
learning community. (Listening to Students) Colleague support I
think this is powerful to acknowledge because many of our students
need the same support to be successful in math. That being said, I
think I am realizing part of the reason for needing to know about
calculus and analytic geometry as a middle grades math teachers is
to be able to provide a great support system for our students as
they progress in their math classes. By, Kelly Nelson
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Imagery/concept building activities Encourage visualization and
drawing of work Use of manipulatives Demonstrations Use of visuals
Building blocks for geometry and calculus Article support Imaging
is an important component in the development of what the Standards
calls mathematical power. Students who reason from dynamic images
tend to be powerful mathematics students. Math Connections: Spatial
Sense and Mathematical Power, Reynolds. Colleague support I think
that using manipulatives and imagery is key in helping to build a
stronger foundation in math for our middle grades students. By,
Kelly Nelson