## 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?

# Comparing Linear and Exponential Functions

Unit 7: Functions
Lesson 7 of 11

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

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1 teacher likes this lesson
Standards:
Subject(s):
Math, Linear and Nonlinear Equations, exponential function, growth and decay problems, function, graphing calculator, scatter plots
60 minutes

### Mauricio Beltre

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