Category Archives: Curriculum

Specifics about subject matter.

Roads Up Mountains

I was mountain biking up the 2060 switchbacks when I glanced up to the left.  The edge of my road loomed steeply.  “Wow, that’s high” I said to myself, imaging how hard it would be to scramble up the 120 … Continue reading

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Slide and Divide

One of our student tutors sent me this link, Slide and Divide , to a method of factoring trinomials.  It is essentially the one I explained extensively in https://jrh794.wordpress.com/2011/12/20/the-best-way-to-factor-trinomials/   I just argue to keep the fractions in the factored form since it is … Continue reading

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PEMDAS Strikes Again

Our pre-calculus class was going over how to combine sums and differences of logarithm expressions into a single logarithm when Steven Orton (He gave  permission to use his name.) asked, “What about PEMDAS?”  PEMDAS is an acronym used for remembering … Continue reading

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We Get What We Test For

My post on “fast fractions” elicits the occasional vehement objection to the mechanical nature of the algorithms.  I too would object, though not apoplexically, if the post claimed that those rules were all you need to know (plus reducing to lowest terms) … Continue reading

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A Pre-Quantitative Literacy Course

Our state, Oregon, is beginning to rethink the prerequisite course to our general college level quantitative literacy (QL) courses.  The course in question is called Math 95.  It covers sections of the high school algebra II curriculum.  The college level … Continue reading

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I Saw a White Horse Today – Proving Algebraic Identities or Not

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Thinking about Quantitative Literacy and High School Algebra

The state of Oregon is adjusting curricula for Math 95 – Intermediate Algebra, a non-college-level course and Math 105 – Contemporary Algebra, a college-level course that “surveys various practical areas of mathematics.”  I forwarded these thoughts to those working on … Continue reading

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