Rational function graphing practice.

Submitted by Marcus Eads on
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Abstract

I do this in my dual enrollment math 151 course at Buckeye, but I have not done at EMCC.  You could hand out graph paper, if you do not have graph paper.

(1) I have every two rows slide their desks together. Then I have one student from each row to get one small graphing whiteboard, 1 eraser, and 1 marker for each group in their row.

(2) Before I give the problem to work out, I explain the rules. I tell them the one person will be" the grapher" and the other person is "the explainer". The grapher has to graph however the "explainer" tells them how to graph. The "explainer" is not supposed to use the marker. The first "explainer" will be  the person whose birthday is closer to “today".

(3)  I show on the projector screen the problem that I want to graph. I normally have 6-8 problems on the screen.  When they have it worked out they show it to me.

(4) Work on the next problem, but switch the roles. Continue all the problems are worked or we are out of time.

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Comments

Marcus Eads Tue, 12/30/2014 - 11:45pm

I am not concerend if all the groups work out all the problems, but I do not tell them that at the beginning of the process. I want the students to be able to work at a pace that helps them to understand the process. 

Becky Baranowski Tue, 01/06/2015 - 8:57am

Like my previous comment on the factoring, try this here at EMCC.  Compare your exam (or homework, quiz) results to prior classes where you didn't do this.  (complete the cycle).  This is another good example of group work.  Thanks!

Peter Turner Mon, 02/16/2015 - 4:49pm

Classic example of the use of roles in a cooperative learning project. It is good that they switch! Do you have any data from before you used the whiteboards to compare of student learning is enhanced by this technique?