Last Updated: 09/25/2013*
My personal agenda is to help students understand the big picture so that they can delight in the patterns and relationships of numbers and begin to see the art and beauty of connections… My students become functions, through what I affectionately call interpretive dance. Some groan, but they still play along! With our arms, we may start out as y = x2, and then we transform into a new function … our arms open or narrow, reach toward the sky or the earth, as the leading coefficient switches signs, or gets farther or closer to zero. We rise and fall with our constant term. I love teaching linear and quadratic transformations, and I love watching students who were once so hesitant and insecure actually feel the patterns and relationships of math.”
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