Posted in Calculus

Variables, Constants and Parameters

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Whether a mathematical notation is a variable,  parameter, or constant depends on what you mean by it.

  • If you intend to represent the value of a quantity whose measure varies within a situation, then you are using that notation as a variable.
  • If you intend to represent the value of a quantity whose measure is the same within all situations (e.g., pi), then you are using that notation as a constant.
  • If you intend to represent the value of a quantity that is constant in a particular situation, but which can vary from one situation to another, then you are using that notation as a parameter.

Continue reading “Variables, Constants and Parameters” →

Posted in Algebra, Calculus

Teaching the derivative function

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Most Grade 10 syllabus do not yet include the concept and calculation of derivative. At this level, the study of function which started in Year 7 and Year 8 on linear function is simply extended to investigating other function classes such as polynomial function to which linear and quadratics belong, the exponential function and its inverse, rational function etc. There is no mention of derivative. This should not prevent teachers from deriving functions based on the properties of the function students already know. Continue reading “Teaching the derivative function” →

Posted in Algebra

How to select and sequence examples in math lessons

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In my previous post about examples, I described different uses of examples in teaching mathematics. In this post I’ll give a series of examples for us to be conscious about sequencing examples in our lesson. What are the things do you consider when you think of an example in a math lesson? And how do you sequence them? I’ll give an example to answer the questions I posed. Continue reading “How to select and sequence examples in math lessons” →

Posted in Assessment, Mathematics education

Six ways to give feedback to students to keep them in the task of learning

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There are two types of assessment based on its goals or use. One is what I call assessment in the service of teaching. The second is what I call assessment in the service of learning. Assessment in the service of teaching refers to the use of assessment information to improve teaching while assessment in the service of learning refers to the use of assessment information in the form of feedback to keep the learners to the task of learning. This post is about assessment in the service of learning. Continue reading “Six ways to give feedback to students to keep them in the task of learning” →