Problems with restrictions to the domain immediately occurs to me.
But I think one of the beauties of the reform movement is that not
everything has to be a project. I think you've already built your
credibility to say that these topics have real-world relevance and from time
to time you can get away with exploring the pure math or pure logic of the
concept.
Roberta
PS I'll send you some of my projects if you'll send me some of yours!
(especially your percentage stuff)
Seriously, I went to a conference at Valdosta State last week. The speaker
was from Georgia Tech. He said, and I agree, we have to do a better job of
sharing our work. That is one of the things I like about this group; people
are always sharing stuff with me and saving me hours of work.
At 09:28 PM 4/16/97 -0400, you wrote:
>Ron & everyone:
<snip>this approach. However, I often struggle with how to present a specific
>topic in a project form. For example, inequalities, conjunctions and
>disjunctions. For the life of me, I can't really figure out any long
>term project that will require that the students construct their own
>knowledge about these topics. Any ideas?
>
>Sharon Mensing
>smensing@bellatlantic.net
>
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Roberta S. Lacefield (912) 285-6027 Fax: (912) 287-4909
Waycross College email: RSL094@fox.way.peachnet.edu
2001 S. Georgia Pkwy
Waycross, GA 31503
http://members.tripod.com/~Roberta/index.html
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Note: The opinions expressed here are constantly mutating and may already
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