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Establish clarity around vocabulary and notation.
Establish clarity around vocabulary and notation.
Highlight newly introduced notation by explaining usage/misusage (e.g., d/dx vs. dy/dx, function composition vs. multiplication, etc.)
Create a running document with important vocabulary, and/or common mistakes/strategies, and reference it in instruction to model its usage regularly
Create or curate short supplemental videos on a learning management system so that students can revisit challenging topics.
Create or curate short supplemental videos on a learning management system so that students can revisit challenging topics.
Include pictures, graphs, number lines, or other visuals.
Include pictures, graphs, number lines, or other visuals.
Resources for creating graphs or other visuals: Desmos Graphing Calculator
Connect across multiple means of mathematical representations (algebraic, graphical, verbal, tabular, etc.).
Connect across multiple means of mathematical representations (algebraic, graphical, verbal, tabular, etc.).
Discuss the interplay between various representations of mathematical concepts: four ways to represent a function (Stewart, 2016)*
*Stewart, J. (2016). Calculus: Early Transcendentals (8th ed.). Cengage.
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