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Math Student's Rights, by Avery Austin   I have the right to learn Math (Math is learnable like other subjects) I have a right to make mistakes, erase then, and try again (Failure points to what I have not learned yet) I have the right to ask for help (asking for help is a great decision) I have the right to ask questions when I don't understand (understanding is the primary goal) I have the right to ask questions until I understand (perseverance is priceless) I have the right to receive help and not feel stupid for it (asking for help is natural) I have the right to not like some math concepts or disciplines (i.e. trigonometry, statistics, differential equations, etc.) I have the right to define success as learning no matter how I feel about Math (content or disciplines), educators, or parents I have the right to reduce anxiety by redirecting negative self-talk & feelings I have the right to be treated as a person capable of learning I... read more

This week's Math Journey builds on the material in The Function Machine. If you have not yet read that journey, I suggest you do so now. In The Function Machine we discussed why graphing a function is possible at all on a conceptual level – essentially, since every x value of a function has a corresponding y value, we can plot those corresponding values as an ordered pair on a coordinate plane. Plot enough pairs and a pattern begins to emerge; we join the points into a continuous line as an indication that there are actually an infinite number of pairs when you account for all real numbers as possible x values. But plotting point after point is a tedious and time-consuming process. Wouldn't it be great if there was a quick way to tell what the graph was going to look like, and to be able to sketch it after plotting just a few carefully-chosen points? Well, there is! Mathematicians look for an assortment of clues that help to determine the shape of a function's... read more

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