Math
Technology in Mathematics Education
Winter 2004, Volume 4, Issue 2
Student Takes
to the Next Level
As a project I gave in Calc 231 , students were to analyze limits of iterates of a function for different values of c. The student is required to determine the intervals for which the limit increases without bound, converges to a single value, or oscillates without approaching a limit.The project reinforces the limit concept and introduces sensitivity to initial conditions.
See http://www.cod.edu/people/faculty/albert/m231/m231p1.htm for a full description of the project.
Students had varying success with the project, but one student took the project to the next level. This student was intrigued by the animations I had shown in class to help explain some of the concepts of calculus. Visit my animation gallery http://www.cod.edu/people/faculty/albert/anim1 for an example of such an animation demonstrating graphically that the derivative of the sine is the cosine.
I provided the student with some examples of how to produce the animations and then he applied animations to the project in a way that demonstrates the concepts involved. The student put in a great deal of extra time in doing this.
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Editor: Scott S Albert
Meditating Mathematicians
M2
Critical Thinking in Mathematics Education
You may view the student's work at
http://www.cod.edu/people/faculty/albert/calc/project1/math project 1.htm
The following are examples of his animations
The student included an animation for values between -3 and 3