Browse

You are looking at 1 - 10 of 13 items for :

  • Grade(s) or Audience x
  • Grades 9-12 x
  • Refine by Access: All content x
Clear All
Restricted access

Kuo-Liang Chang and Ellen Lehet

Defining a quadratic function through the slopes of its secant/tangent lines leads to the fundamental theorem of calculus (FTC) and an alternative way of understanding integration.

Restricted access

Lidia Gonzalez

This method using the area of regular polygons inscribed in circles to approximate a value for pi is similar to the method used by Archimedes using circumferences.

Restricted access

Deanna Pecaski McLennan

Restricted access

Seán P. Madden, Olli (Sara) Hume, and Jacqueline S. Booton

Mathematics and technology serve the health sciences as demonstrated in this article,cowritten by one of our calculus students. Creating a lesson based on dosing an antibioticallows teachers and students to see the immediate value of high school calculus and technology.

Restricted access

Paul Naanou and Sam Rhodes

Students grapple with the problem of finding the volume of two different folds of a traditional Levantine dessert using either geometry or calculus.

Restricted access

May 2020 For the Love of Mathematics Jokes

Restricted access

Christopher Harrow and Ms. Nurfatimah Merchant

Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.

Restricted access

Zachary A. Stepp

“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.

Restricted access

Tim Erickson

We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.

Restricted access

Pi

Joe F. Allison

When I was in graduate school, my math professor, using a straightedge and a compass, marked off a unit distance and then halved it. He said he could halve the exact ½ again and exactly get ¼. He was leading up to infinite series.