Difference between revisions of "Lesson 1.1: Reflection"

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'''Next Lesson''': [[Lesson 1.2: Goal Setting]]
'''Next Lesson''': '''[[Lesson 1.2: Goal Setting]]'''
'''Back to Mini Course''': [[Teaching Problem Solving in Algebra using the Graphing Calculator]]
'''Back to Mini Course''': '''[[Teaching Problem Solving in Algebra using the Graphing Calculator]]'''

Revision as of 13:06, 11 May 2016


  • 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?


Task 1

Read the articles below:

Algebra Scores Prompt Second Look at Revamped Regents Exams

Rethinking How We Use Calculators

Task 2

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