I would suggest if you get a problem wrong while your practicing or doing homework dive into it deeper research the area find out what you’re doing wrong and watch the videos and read the explanations that show up ask your professor/teacher until you understand it then try the problem or similar problems over and over until you get it right. It takes a lot of time but it’s well worth it in the long run I’m in Calc one right now and never took a precalculus or trig class but did research on trig and now have a decent understanding to the point I can solve trig problems with little to no issues.
I would say that your video is good for any student who is thinking of taking Calc I (AB) in Highschool or college. I personally had a 7 year break between my pre-Calc and my Calc I class because I transitioned from history to engineering. I didn’t finish my engineering course due to life variables, so instead I became a history and a math teacher. From relearning math, I can say I understand completely why students feel so frustrated with the learning. I provide as much context as possible as well in relations to the construction method that is the foundation of Euclidean geometry, then to Physics principals of Galileo/Newton, and finance principles of the Bernoulli brothers that underscore everything with interest/Euler’s Number (all nicely tucked and prepared late Renaissance/early modern period logic is what lead to and still leads to understanding calculus well).
For Trig, I think you’re correct. I see a lot of teachers just assign it as a memorization project, which makes a lot of students frustrated and overwhelmed. The context matters in like you said if you can “Construct” the Unit Circle you can find the value of a given pie value/radian. I try to make sure my students are able to do the first quadrant well as per construction with relation to Pythagorean theorem in relation to slope. After a lot of context and the puzzle of construction is made a visible and repeatable pattern, the light bulb comes on
This video isn’t about being good at “math,” but instead be good/prepared for Calculus (primarily Calc I AB for the AP curriculum). {Fellow math teacher, also a history teacher}.
I would suggest if you get a problem wrong while your practicing or doing homework dive into it deeper research the area find out what you’re doing wrong and watch the videos and read the explanations that show up ask your professor/teacher until you understand it then try the problem or similar problems over and over until you get it right. It takes a lot of time but it’s well worth it in the long run I’m in Calc one right now and never took a precalculus or trig class but did research on trig and now have a decent understanding to the point I can solve trig problems with little to no issues.
Such good advice. Thanks for sharing your experience!
I would say that your video is good for any student who is thinking of taking Calc I (AB) in Highschool or college. I personally had a 7 year break between my pre-Calc and my Calc I class because I transitioned from history to engineering. I didn’t finish my engineering course due to life variables, so instead I became a history and a math teacher. From relearning math, I can say I understand completely why students feel so frustrated with the learning. I provide as much context as possible as well in relations to the construction method that is the foundation of Euclidean geometry, then to Physics principals of Galileo/Newton, and finance principles of the Bernoulli brothers that underscore everything with interest/Euler’s Number (all nicely tucked and prepared late Renaissance/early modern period logic is what lead to and still leads to understanding calculus well).
For Trig, I think you’re correct. I see a lot of teachers just assign it as a memorization project, which makes a lot of students frustrated and overwhelmed. The context matters in like you said if you can “Construct” the Unit Circle you can find the value of a given pie value/radian. I try to make sure my students are able to do the first quadrant well as per construction with relation to Pythagorean theorem in relation to slope. After a lot of context and the puzzle of construction is made a visible and repeatable pattern, the light bulb comes on
This video isn’t about being good at “math,” but instead be good/prepared for Calculus (primarily Calc I AB for the AP curriculum). {Fellow math teacher, also a history teacher}.