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
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...