Consider graphing: do we teach it so students will know what a graph of a
particular function LOOKS like? Or do we wish to compare and contrast
BEHAVIORS of different kinds of functions?
If a picture is all we want, then a complete table of values will suffice
[and that's what the graphing calculator does so quickly]. If modeling of
real situations is our goal, then we need a fuller understanding of
direction, shape, limiting values [and these are tools we develop in
precalculus, calculus, and statistics]. So start with the sketch and go
from there!
matthewg@aurora.sunyocc.edu
George E. Matthews, Onondaga Community College, Syracuse, NY13215
(315) 469-2381
On Wed, 18 Feb 1998, Joel Pack wrote:
> Since the question is raised about the CAS graphing calculator, I have
> several thoughts in this connection. (I'll be brief) How do we know what
> topics are important? Is it important for me to teach that
> 1 + 2x + 3 = 1 ? [Geo: NO!]
> 3x + 1 3x^2 - 5x - 2 x - 2
> What about topics such as Descartes Rule of Signs, [Geo: No!]
> or the integral of (1 + tan x)? (my TI-92 couldn't seem to do it). [???]
^^^^^^^^^^^^^^^^^^^^^^ [Yes?]
> There are too many to enumerate here, but ... <snip>
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