Conic Sections

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

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

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