Lesson 1.1: Reflection

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Revision as of 10:28, 11 May 2016 by RTobin (talk | contribs)

Objective:

  • Reflect on current teaching methods, beliefs, and knowledge concerning the graphing calculator.

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?

Reflection.jpg

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: (feel free to respond to other posts)

  • 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?



Next Lesson: Lesson 1.2: Goal Setting

Back to Mini Course: Teaching Problem Solving in Algebra using the Graphing Calculator