## Reflection: Developing a Conceptual Understanding The Fundamental Theorem of Algebra - Section 1: Finding Complex Zeros

This sort of Socratic conversation is essential to the way I teach.  I have carefully set up the class so that my students will be presented with something new, but I've also made sure that they are already familiar with all of the parts of the solution.  I will ask my questions carefully and subtly guide the conversation so that it goes exactly where I want it to.

And where do I want it to go?  I want to guide the students by the hand down the path of discovery.  Gradually they will pick up the pieces of the puzzle and my questions will prompt them to try fitting them together in certain ways.  By the end, they will arrive at the right conclusion, and they will have done it themselves.  Rather than simply watching as the teacher magically weaves things together, the students will be guided by the teacher to weave them together on their own.

Teaching in this way keeps students thinking throughout the entire class (and therefore engaged) and allows them to form a solid conceptual understanding of the new concept by building on the prior concepts they already understood.

Making Connections
Developing a Conceptual Understanding: Making Connections

# The Fundamental Theorem of Algebra

Unit 4: Higher-Degree Polynomials
Lesson 7 of 8

## Big Idea: Just how many solutions does this polynomial have?! Exactly the same number as its degree!

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Standards:
Subject(s):
Math, fundamental theorem of algebra, Polynomial Roots, factoring polynomial expressions, Algebra 2, master teacher project, prime factorization, Polynomial, Polynomial Operations and Functions, Socratic Dialogue
50 minutes

### Jacob Nazeck

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