tag:blogger.com,1999:blog-6651514617266100245.post7798525182898429219..comments2024-01-03T04:58:04.221-05:00Comments on I Hope This Old Train Breaks Down...: Teaching Tricks I Have Learned This YearUnknownnoreply@blogger.comBlogger2125tag:blogger.com,1999:blog-6651514617266100245.post-67888403786652432013-06-07T16:02:28.874-04:002013-06-07T16:02:28.874-04:00I recommend that the kids label f(x) and f'(x)...I recommend that the kids label f(x) and f'(x) with a more general verbal description like Height (of a point) and Gradient (at that point), because if part of an abstract algebra problem requires them to solve for a point on the curve or to work with tangent/normal info, then they can figure out how to proceed without asking me. In a physics application problem, they may choose to label it as distance, speed (or velocity, if they happen to take physics), acceleration. It's not important which terms they choose to use, but more important that -- as a good habit/strategy -- they automatically label the abstract equations with a friendly verbal cue for themselves, to help them remember the differences between those formulas. This helps them with automatic decision-making when the algebra process becomes more convoluted.untilnextstophttps://www.blogger.com/profile/15285583728476473117noreply@blogger.comtag:blogger.com,1999:blog-6651514617266100245.post-37271775989692999382013-06-07T14:40:57.523-04:002013-06-07T14:40:57.523-04:00Can you elaborate on what you mean about labeling ...Can you elaborate on what you mean about labeling derivative graphs? I always fall back onto position/velocity/acceleration because I assume students understand those best. But are there other good scenarios to use? Anonymousnoreply@blogger.com