Standard #5: Innovative Applications of Content
Artifact #1: Real World Problems
Performance 5(b): Engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes.
Description: Every new topic we cover, I try to incorporate a valid way it can be applied in a real world, outside of a math classroom context. I do this is through homework problems, projects, and class discussion questions.
Rationale: I believe this fulfills this standard because I am having students apply mathematical concepts that we are learning in class to a real world context.
Performance 5(b): Engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes.
Description: Every new topic we cover, I try to incorporate a valid way it can be applied in a real world, outside of a math classroom context. I do this is through homework problems, projects, and class discussion questions.
Rationale: I believe this fulfills this standard because I am having students apply mathematical concepts that we are learning in class to a real world context.
Artifact #2: Using Graphing Calculators in Algebra 2
Performance 5(c): Facilitates learners' use of content tools and resources to maximize content learning in varied contexts.
Description: In Algebra 2, while studying permutations, combinations, and the probabilities of events, I taught students how to use functions in their calculators for solving permutations and combinations. I felt it was more important for them to know how to apply these concepts rather than memorizing formulas for finding combinations and permutations - especially since the calculators that are required for the course have this function. Students still needed to understand the basics of combinations, permutations, and the types of questions they were asking in order to effectively use these functions in the calculator. Then, once we were no longer bogged down by the time it takes to do the calculations by using the formulas, we were able to apply these functions to finding probabilities. The probabilities they were solving were all based off of real world experiences and examples.
Rationale: I believe this fulfills this standard because I am using technology to help move past the rote memorization of formulas to their applications. This allowed me to encourage students not to spend their time memorizing the formulas, but thinking about how we can apply permutations and combinations, where they exist in real life, and how they relate to probabilities.
Performance 5(c): Facilitates learners' use of content tools and resources to maximize content learning in varied contexts.
Description: In Algebra 2, while studying permutations, combinations, and the probabilities of events, I taught students how to use functions in their calculators for solving permutations and combinations. I felt it was more important for them to know how to apply these concepts rather than memorizing formulas for finding combinations and permutations - especially since the calculators that are required for the course have this function. Students still needed to understand the basics of combinations, permutations, and the types of questions they were asking in order to effectively use these functions in the calculator. Then, once we were no longer bogged down by the time it takes to do the calculations by using the formulas, we were able to apply these functions to finding probabilities. The probabilities they were solving were all based off of real world experiences and examples.
Rationale: I believe this fulfills this standard because I am using technology to help move past the rote memorization of formulas to their applications. This allowed me to encourage students not to spend their time memorizing the formulas, but thinking about how we can apply permutations and combinations, where they exist in real life, and how they relate to probabilities.