Lesson 1.1: Reflection
- Reflect on teaching methods, experiences, and beliefs concerning the graphing calculator and Common Core Algebra.
Overview: There is an ongoing debate among math teachers about learning mathematics and the use of calculators. When I went through middle school and high school, I had certain teachers that taught the entire course without calculators, and other teachers who taught graphing calculator skills. Throughout my education I have developed a deep understanding of mathematical concepts and graphing calculator skills. I can solve Algebra problems with or without a graphing calculator. The Common Core Algebra Curriculum has made passing the Algebra Regents a significantly more difficult task for students. The debate continues, should students learn how to solve algebra problems the "old school" way without graphing calculators? Or should we embrace the "new school" ways, and utilize available technology to its maximum capabilities to improve student success?
Read the articles below:
In the discussion tab for this lesson, answer the following questions:
- 1. How does your experience with the Common Core Algebra Exam compare to the findings discussed in the article?
- 2. Do you consider yourself "old school" or "new school" when it comes to graphing calculators? Why?
(feel free to respond to previous posts)
Next Lesson: Lesson 1.2: Goal Setting
Back to Mini Course: Teaching Problem Solving in Algebra using the Graphing Calculator
"Cartoon Happy Boy Pointing to His Reflection in the Mirror #55585 by Ron Leishman." Cartoon Happy Boy Pointing to His Reflection in the Mirror #55585 by Ron Leishman. N.p., n.d. Web. 12 May 2016.
"Rethinking How We Use Calculators." Edutopia. N.p., 16 May 2013. Web. 12 May 2016.
"Streets and Traffic." Emaze Presentations. N.p., n.d. Web. 13 May 2016.
Taylor, Kate. "Algebra Scores Prompt Second Look at Revamped Regents Exams." The New York Times. The New York Times, 30 Nov. 2015. Web. 12 May 2016.