Reflection: Student Ownership That's Fundamental - Section 2: Put it into Action


I set up this lesson so that my students could explore the relationships and patterns between polynomial expressions and their factors rather than just telling them the Fundamental Theorem of Algebra or having them work examples I gave them.  My expectation was that some students might struggle with the somewhat open-ended nature of the activity - to factor enough different polynomials to see patterns - and that others might need encouragement in trying to factor more complicated polynomials, not just simple quadratics.  The picture of our whiteboard with the summary of their discussion and discoveries shows that as a group the class is fairly competent in its understanding.  What doesn't show are the discussions that went on during the creation of the whiteboard summary and also during the activity.  These discussions show definite variation in levels of understanding, but I still value the class summary and group activities as a way to help develop student ownership of mathematical learning.  It's nice to be a "fly on the wall" as my students take charge and make the math their own.

  Student Ownership: Student Generalizations
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That's Fundamental

Unit 4: Complex Numbers
Lesson 6 of 8

Objective: SWBAT demonstrate that the Fundamental Theorem of Algebra is true for quadratic polynomials.

Big Idea: Let your students have the fun of confirming the Fundamental Theorem of Algebra and they'll remember it a lot longer!

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1 teacher likes this lesson
Math, Algebra, Quadratic Equations, complex numbers, Algebra II, master teacher project, algebraic methods, 11th Grade
  55 minutes
fundamental theorem
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