Mock Quiz Practice For Wednesday, Nov 26

Mock Quiz Practice With This In Prep For Wednesdays Nov 26 In Cla

Mock Quiz: Practice with this in prep for Wednesday’s (Nov. 26) In-Class Quiz. Find the derivative of the following functions: Note: The derivative is denoted by 𒇠′(ð’™) or ð’… ð’…ð’™ ð’‡(ð’™) or ð’…ð’š ð’…ð’™ ; you must be familiar with all of these notations A. No Chain Rule 1. ð‘“(ð‘¥) = 5ð‘¥ 4 + 2ð‘¥ 3 − 3ð‘¥ 2 − 7ð‘¥ + . ð‘“(ð‘¥) = (3ð‘¥)(2𑥠− 5)(3ð‘¥ + . ð‘“(ð‘¥) = (ð‘¥3+3)−2 (ð‘¥3−3)+2 B. Just Chain Rule Applied Once: 1. ð‘“(ð‘¥) = (5ð‘¥4 + 2ð‘¥ 3 − 3ð‘¥ 2 − 7ð‘¥ + . ð‘“(ð‘¥) = ( 2ð‘¥+1 3ð‘¥âˆ’ C.

Chain Rule Combo with Other Rules:    ï€©ï› ï       dx dy Find xxz zy x x dx d xxxxx dx d : . ..  ï€ï€½       ï€«ï€ ï€ï€ ï€ï€ï€«ï€ Three Possible Solution Strategies Belinda Rector EDGR 698 Cindy Sutton November 14, 2014 My chosen area of focus has been the improvement in the learning of mathematics through technology. This was chosen because it seemed obvious that technology should positively impact the learning of mathematics and because there seem to be two very opposite sides to the question “does incorporating technology into the mathematics curriculum improve the reception, comprehension and retention of mathematics?†I considered that first the use of technology should directly impact how I create my lessons and did not know whether or not technology could be added to improve the comprehensibility of a lesson’s content.

I thought that if it can be determined that students excel when allowed to approach mathematics through technology, then teachers will need to further their education about using technology in planning lessons. The goal of this project was to find studies which have been done on the use of technology in the teaching of mathematics. I considered that by splitting two groups I could compare and contrast their testing results on a two week mathematics unit. However, over the course of the past two days I have thought deeply about my question for this Action Research. It seems to me that there are actually three approaches which might meet the criteria I am researching.

In the form of questions, the first would be “Does the use of technology improve high school students’ performance on unit tests?†The second research question would be “Can continual review with technology applications improve the ability of mathematics students to utilize mathematical topics?†The third question would be directed at a general math student. It would be “Does the daily use of technology serve to improve the utilization of mathematical applications for a general math student?†At this point, the second question really attracts my attention because of the fragmented way mathematics is taught. For many years the ideal approach to mathematics was to decompose ideas into “doable†concepts and steps.

The problem with this approach which was discovered to be epidemic throughout education was that after decomposing content, there was no follow up conclusion which re-composed the details back into a large idea. According to Wicklein and Schell, “school curricula is a segregated approach to instructional topics which does not adequately address the reassemblage of topics into a coherent body of knowledge†(1995). Although this makes complex subjects such as mathematics more manageable the colossal price we pay is that we can no longer adequately see the long term consequences of mathematical actions. I am sympathetic to the time constraints we must place on our educational units but I wonder whether technology might be one solution to this fragmentation.

There has been significant attention paid to integration between school subject areas, but very little attention has been paid to such an idea within the mathematics classroom. The old adage that “mathematics is the queen and servant of science†has caused the area of mathematics to be bereft of meaning in and of itself. Toward that end I believe I can examine whether or not continual review with technology applications will improve the ability to connect mathematical topics. I believe that I can choose a small idea such as probability and expand it to one of its larger purposes using prior knowledge, recomposition, problem solving skills and higher order thinking. The use of higher order thinking would be a driving force in this approach to recomposing a decomposed topic.

Central to advanced learning is the concept of thinking. According to Lauren Resnick (1987), higher order thinking does not depend on algorithms, is complex and may yield multiple solutions. I would like to use her strategy of integrating research into discovering the meaning of mathematics. In addition, it has long been known that without apparent application, knowledge may not be seen as meaningful and thus not easily transfer to other learning situations. Simply telling students what the application might be is almost as useless as not knowing the application in the first place.

The use of technology to activate potential knowledge through discovery is the aim of this action research. I would like to follow a program done in Colorado where technology was used to evaluate problem solutions found without technology with the objective of developing new problems. I find a challenge to be if this is only two weeks, the students may not have the capabilities to discuss topics at deep levels. I have not found a workable prototype yet, but have several areas and authors which I will be examining over the following days. References Resnick, L. (1987).

References

• Resnick, L. (1987). Education and learning to think. Washington, DC: National Academy Press.
• Wicklein, R., & Schell, J. (1995). Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science and Technology Education. Journal of Industrial Teacher Education, 6(2).