Quantifying steepness – a reflection

S, Jayasree (2021) Quantifying steepness – a reflection. At Right Angles. pp. 31-37. ISSN 2582-1873

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Abstract

S ometimes as teachers we tend to expect students to use a particular definition, notation, or representation, though what students come up with on their own may be a legitimate way of working as well. Some of the reasons why we do this could be that a) having seen ahead of the students in the subject, we anticipate that the definition or representation suggested by the student will lead to problems on the path ahead or b) we see specific advantages for our particular definition/representation, that the student suggested one may not have or c) simply because we are used to one particular representation, and the student suggested one happens to be different from what we are used to. In the following article I reflect on one such instance where I steered towards a ‘preferred representation’ and my reasons for doing so. I wonder whether the ‘push’ was justified.

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Articles in APF Magazines

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S, Jayasree

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