What convinces (or doesn't convince) you in the authors' argument? I would have to say that the authors’ arguments were quite convincing to me personally, not only because of the points made and studies cited, but also because I am predisposed to agree based on my personal experience and observation. The main conclusions—that students must practice using multiple representations, that representation is a fundamentally social activity, and that instruction must use varying techniques—are in general agreement with what I have personally realized in my time as a student and my limited time as a teacher. Furthermore, the way that the authors used not only examples, but also real case studies, to support their points was effective in convincing me of their position. For example, Tchoshanov’s pilot study where three groups of students were taught trigonometry with controlled levels of representation (one group with just an analytic approach, one with just a visual approach, and one w...
(Love the cartoon!! )
ReplyDeleteThank you for this beautifully thought-out, really excellent unit plan, Adam! I am impressed by the way you have seamlessly integrated so many of the ideas we talked about in class in a clear, well timed unit.
ReplyDeleteYour unit rationale, assessment plan and sequence of lessons are sensible and thoughtful. I like the project idea(s) and all the cool Desmos teacher-designed activities you are incorporating throughout the unit. You've chosen some great, engaging projects! Your work with graphing and interpreting climate change data is important and appropriate to the unit. The Open Middle and Menu Math activities are great, and I especially like the active group problem solving questions in the appendix to lesson 1. All in all, an excellent, innovative and well-integrated unit! Well done.