As mathematical concepts tend to build on previous ones, the gradual logical flow of concepts of the unit will most definitely offer for smooth transition. As sometimes we are limited by technological resources in our schools, these constraints can be the inspiration for you to invent and create your own hands-on tools. One way around this is to engage students in bodily activities. For example, you could have them dance out the meaning of a function. I do commend your effort at maximizing the available tools (overhead, graphic calculator, geogebra) in your lessons. I like the unit project, very practical application of a real world situation involving relation and functions. Will the students come up with their own sales data to derive a sales function or will this be provided to them? Overall, great project on how to derive, analyze and present a given function.
As mathematical concepts tend to build on previous ones, the gradual logical flow of concepts of the unit will most definitely offer for smooth transition. As sometimes we are limited by technological resources in our schools, these constraints can be the inspiration for you to invent and create your own hands-on tools. One way around this is to engage students in bodily activities. For example, you could have them dance out the meaning of a function. I do commend your effort at maximizing the available tools (overhead, graphic calculator, geogebra) in your lessons.
ReplyDeleteI like the unit project, very practical application of a real world situation involving relation and functions. Will the students come up with their own sales data to derive a sales function or will this be provided to them? Overall, great project on how to derive, analyze and present a given function.