Week 5: Multiple representations of two trig functions

Although this may initially appear to be a rather conventional activity, we're guided by a notion of understanding as connectedness among representations. As such, we seek to represent two trig functions in three ways.

Download here.

Week 4: Exploring exponential and logarithmic functions

This exploration activity builds on the model-eliciting activity from Week 3. Now that students have developed an exponential model, they'll explore aspects of the model and its inverse, a logarithmic function.

Download the activity here: Corn Production 2

Again, graphing calculators should be made available to students as they complete the activity.

Also this week, a conversation about the use of graphing calculators (i.e., Why might graphing calculators be banned?) and conceptions of what it means to struggle (i.e., good thing or bad thing?).

Week 3: What it means to collaborate + Developing the exponential function

The Corn Production Problem is a collaborative, thought-revealing activity (in progress) about exponential functions (I hope). You can find it here.

Graphing calculators should be made available to students as they solve the problem.

Week 2: Beliefs about math & Student Development

Beliefs survey here: What beliefs about the nature of mathematics do students have as a result of their experiences in math classes? How are these in/consistent with what mathematics is really about?

Student Development map here: I'll be focusing on leveraging opportunities for agency and participation in the classroom.

Week 1: Clinical Interview

Here are the clinical interview questions: The outcomes of this activity are fruitful for all kinds of topics of discussion. We've focused primarily on knowing math as knowing how AND knowing why, or understanding as sense-making.