Math Tools

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Math Tools
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Knowing a basic understanding of intercept points and how a graph behaves at an asymptote, students can determine the general shape of a rational function by applying the process of elimination. To determine a valid graph, it is necessary to begin
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This is a handout that I give to the students. Its primary purpose is to show them how mathematics can be seen in nature, as well as encouraging them to explore creating their own rose curves.
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This is a handout that I give to the students. Its primary purpose is to show them how mathematics can be seen in nature, as well as encouraging them to explore creating their own rose curves.
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At the beginning of each school term, I give the students this list of trigonometric identities that they need to know. This list covers the main identities that the students need to know in other math classes. When this identity sheet is printed on
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Knowing a basic understanding of intercept points and how a graph behaves at an asymptote, students can determine the general shape of a rational function by applying the process of elimination. To determine a valid graph, it is necessary to begin
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When students begin learning how to graph rational functions, they tend to experience a great deal of difficulty. Often times there is a pull in which they “just want to get it done” and reach for a graphing calculator, not to check one’s solution
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This file provides a quick reference for students to help them to recollect some of the more commonly used mathematical notations and symbols.
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In this excerpt, the author discusses the fundamentals of logarithmic functions. The focus is to demonstrate and illustrate logarithmic properties. Examples are given to reinforce the algebraic and geometric properties that are associated
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This file contains two written solutions for finding the area of an enclosed region and the volume generated by rotating an enclosed region. These types of problems are commonly found in calculus courses. Your students can benefit from having a
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TEACHING EXPERIENCE

I have taught a wide range of math courses ranging from the junior high level to the college level. One of the great joys of teaching mathematics is helping students to see the beauty of the universe that we live in. I have been teaching for over twelve years.

MY TEACHING STYLE

My teaching style follows an exploratory style. I have found that students tend to retain information better if they focus on understanding the material, instead of memorizing solutions and formulas. My style follows a discovery model in which a problem is proposed, and as a class we discover how to solve the problem.

HONORS/AWARDS/SHINING TEACHER MOMENT

MY OWN EDUCATIONAL HISTORY

I hold a bachelor's degree and a doctorate in mathematics.

ADDITIONAL BIOGRAPHICAL INFORMATION

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