Reflection: Grappling with Complexity Comparing Linear and Exponential Functions - Section 1: Launch

 

In the interest of wanting students to learn and perform well, I sometimes unnecessarily reduce the complexity of a problem by spoon-feeding students too much information. In other words, I provide enough information to make a challenging problem easy.  I must admit to this bad habit: telling students what approach or tool to use and guiding them down an obvious path.

In this lesson I try really hard to avoid doing this. I do not want to take away the opportunity for my students to learn by persevering and discovering.

Where did I learn that students shouldn't struggle with math? I don't know. Avoiding unnecessary scaffolding is something I find that I need to always have in mind. I know that my intentions are good: I do not want my students to experience frustration. I have learned that in order to do this, without giving away too much information requires planning. Here are some things that I consider:

  • What do I expect my students to struggle with in this activity?
  • What do I want my students to struggle with in this activity? 
  • What are the right questions to ask?
  • What information can I share without giving away the problem?

  Where did I learn that students shouldn't struggle with math?
  Grappling with Complexity: Where did I learn that students shouldn't struggle with math?
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Comparing Linear and Exponential Functions

Unit 7: Functions
Lesson 7 of 11

Objective: SWBAT understand and demonstrate the differences between linear and exponential functions.

Big Idea: Eventually, exponential growth or decay always surpasses linear increase or decrease.

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