ipl-logo

Conic Sections

1608 Words7 Pages

3.0 SUMMARY OF READINGS/ARTICLES
Conic sections in upper secondary is regarded by students as difficult. Teachers’ mastery of conic section and their ability to effectively deliver the knowledge to the students are the major principles expected from an effective teacher. Many upper secondary teachers hesitate before teaching conic sections and regard teaching this topic as a rather difficult task. experience with this topic and therefore regard the learning of this topic as a purely abstract endeavor meant to be endured, and quickly forgotten. Below are three summaries of articles/readings on different approaches used by teachers to teach conic section interestingly and effectively.
3.1 Cooperative and Collaborative Approach
This article …show more content…

S. Bush Baton Rouge, a contributor for Illuminations a project designed by the National Council of Teachers of Mathematics (NCTM) and supported by the Verizon Foundation. In this lesson plan students use chalk and rope to ‘draw’ and illustrate the locus definitions of ellipses and parabolas. ( I will highlight illustration of parabola only). The main idea is that students are required to take on the role of a focus, directrix and point on the parabola. Teamwork, hands on activity through problem solving is stressed in this interesting lesson by Ellen.Students are required to figure out how to construct the shape themselves. The whole lesson is divided into two parts, which is indoor (classroom) and outdoor (sidewalk). In the classroom activity the students are shown the parabola shape and asked the shape definition. Students are given the parabola definition. Teacher …show more content…

S. Bush Baton Rouge is an instructional method where the students work together in a group to solve a given task, while the teacher act as a facilitator. Students are able to share their strength and impove weaker skills where they support and encourage one another while doing the assignment given. In the demonstration method the teacher constructs the parabola using pencil and compass or an overhead marker and transparency. Here the teacher shows how a process is done while the students become observers. While outdoor, the students are responsible to ‘play a part’ as the focus, directrix and point on the parabola they have more opportunity for personal feedback and to actively participate in the learning, share and discuss ideas and as a result enhances social

Show More
Related
371 Words | 2 Pages

Lesson 1, finding the area of different shapes, differed greatly in classifications assigned to the task outlined in the study. Consistent with all other lesson plans in the classifications A and E located in the lower-level demands, the students’ were assigned a task that required memorization of the formula used for calculating the area of a rectangle (p. 49). Unlike the previous nine lessons, the students task of “finding different ways to find the area of different rectangular-based shapes” (p. 50) involved problem-solving skills.

Read More
949 Words | 4 Pages

Instructional Plan Engage, Connect, and Launch: Engage: Say, “I know everyone here knows what a square and a rectangle are, but do you know the difference? These are two more 2 dimensional shapes that we’re going to talk about today.” Connect: Say, “Today we’re going to look at squares and rectangles and find out what is different between them because they both look like boxes, right? In fact, I’m sure everyone has received gifts that came in a square and a rectangle shaped box.”

Read More
416 Words | 2 Pages

Then I went to the main lesson which I did on the white board and I started with simple two step problems and got up to the four step problems with the parentheses so they could see me do it. After I was done, I had each student come up a couple of time to check their understanding of it, to me they seem to get it really well. I sent them home with homework to post assess them on the following Wednesday when I came back, I was surprised when they turned in the homework on how well they

Read More
1462 Words | 6 Pages

The feedback strategy used for this lesson will be “Tweets about today’s lesson” where the students will “tweet” about the lesson and can answer either what they learnt from the lesson, what they did not know or what questions they might have. (Presto Plans, n.d.) The feedback strategy can inform the student on how students understand and where they can learn more.

Read More
1430 Words | 6 Pages

Through these conversations students were able to develop a more concrete understanding of the concepts taught in the explore portion of the lesson. Dr. Bradbury also supports students’ engagement by providing real life connections of heat transfers to students’ lives, shown in 5:52-6:31 min and 9:19-11:26 min of the video. These real life connections Dr. Bradbury made can make abstract ideas such as heat transfer, more concrete because students can match experiences they have had in real life to the ideas being taught in class. Another area where Dr. Bradbury supports student learning is where she writes important concepts on the board, as well as

Read More
1514 Words | 7 Pages

Two of the learning activities will have the support of a teacher to facilitate. And one station will be a collaborative group

Read More
1040 Words | 5 Pages

I would constantly refer to both the mnemonic device and guided examples as I verbalized the task. Sixth, I would also use modelling and practice to help my student understand the patterns in solving long division, and support his or her confidence in his or he ability to perform and complete the individual steps of long

Read More
387 Words | 2 Pages

Manhattan tycoon with a personality larger than life explodes onto the American political scene with a populist message that the system is unfair to the little guy, and that the wealthy corporations and their beholding politicians are in control of America. He draws all the oxygen from his adversaries’ campaigns. He confuses the media, mystifies the establishment and seems to be an inexorable force. And he claims to be the only way out for America’s dismal position on the world stage.

Read More
853 Words | 4 Pages

Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.

Read More
1170 Words | 5 Pages

In certain fundamental cases, the early Pythagoreans portrayed numbers and explained their properties by means of dots arranged in certain 'figures' or

Read More
495 Words | 2 Pages

One day, Jalil and a few others expressed their desire to learn math, especially geometric shapes and their properties. Starting with Plane geometry, I handled flat objects, like triangles and lines that were two-dimensional, which I could draw on a blackboard; my students could do the same in

Read More
889 Words | 4 Pages

The most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations and demonstrations in a word, the most useful ways of representing and formulating the subject that makes it comprehensible to others. Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that student of different ages and background bring with them to the learning of the most frequently topics and

Read More
759 Words | 4 Pages

In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the

Read More
1613 Words | 7 Pages

Part B Introduction The importance of Geometry Children need a wealth of practical and creative experiences in solving mathematical problems. Mathematics education is aimed at children being able to make connections between mathematics and daily activities; it is about acquiring basic skills, whilst forming an understanding of mathematical language and applying that language to practical situations. Mathematics also enables students to search for simple connections, patterns, structures and rules whilst describing and investigating strategies. Geometry is important as Booker, Bond, Sparrow and Swan (2010, p. 394) foresee as it allows children the prospect to engage in geometry through enquiring and investigation whilst enhancing mathematical thinking, this thinking encourages students to form connections with other key areas associated with mathematics and builds upon students abilities helping students reflect

Read More
1180 Words | 5 Pages

Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to

Read More

More about Conic Sections

Related Topics

Open Document