TPC2 Functions Course I

Schedule

 Date In Class Assignment Aug 15 Agenda Introductions Course description Administrative stuff Nature of professional development Introduction to The Teaching Gap Teaching Gap Assignment Aug 22 Agenda Group activity: Teaching Gap In-class activity (covariation) Listening to students' reasoning Video analysis assignment Aug 29 Agenda Discuss videos and analyses Discuss the motive for this assignment Box problem and covariation Examine textbooks Sep 6 Labor Day Labor Day Sep 13 Agenda Review summary of Intro to Graphing Use Using definition of angle measure and trig functions to solve problems intuitively Sep 20 Agenda Hand out computers Discuss issues involved in thinking with graphs Continue intro to Trigonometry Trig Functions Sep 27 Agenda In your PLCs, create an activity and a worksheet that will support your students in understanding an angle measure as something that can be put naturally on a number line. (For example, it is "unnatural" to think of putting area on a number line.) Oct 3 Agenda Examine student's intuitive trigonometric thinking Quiz Introduction to Polar Coordinates (revisit our discussion by viewing the "Polar Fairy Dust" movie) Re-work one of 4, 5, or 6 (solving problems intuitively) similar to in-class example Re-work #6, Trig Functions Polar Coordinates homework Oct 10 Agenda The nature of graphs Interactions between functions and coordinate systems Revisit polar coordinates In-class activity Finish Polar Coordinates homework. Re-view Video #3 of Over and Back. What were the central ideas? What were the important pedagogical moves? What do you see now that you didn't see when you viewed it earlier? Oct 24 Agenda Discussion of Five day unit plan for introducing trig Five day unit plan to introduce trigonometry Oct 31 Agenda Present unit plans Covariation of quantities (City A and City B) Covariation as intuition (Sue & Daryl) City A and City B homework Sue's Diagram & Falling Paper Clip Nov 7 Agenda Functions as Models Nov 14 Agenda Importance of precision when creating mathematical models Action vs Process Extension of in-class example regarding action versus process conceptions Nov 21 Reprise of Action vs Process conceptions of formulas Review of f(x) = x2 mod cos(x) Why does it break where it does? Why do we get some regions of "increased activity" and some regions of "little activity"? What does this have to do with teaching high school math? Inequality activity Course evaluation Logic of inequality activity Inequalities from a broader perspective Nov 28 Thanksgiving Thanksgiving Dec 5 Play with polynomials What is the difference between y = x2 and y = x3? Create "live" tangent for any function Thinking about the influence of terms and coefficients. Dec 12 Final Projects due