Timeline for Should I be teaching point-slope formula to high school algebra students?
Current License: CC BY-SA 3.0
9 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Jun 19, 2017 at 19:31 | comment | added | Steven Alexis Gregory | @DanielR.Collins : I like to point out that the equation of a line parallel to the line Ax + By = C is Ax+By=C' and the equation of a line perpendicular to the line Ax+By=C is Bx-Ay = C'. | |
| Nov 6, 2015 at 12:09 | comment | added | Richard | @DanielR.Collins This canonical linear form seems to be a much more useful alternative to push than the 'point/slope form.' It is basically the form suggested by Steven Gregory's answer. | |
| Nov 5, 2015 at 23:35 | comment | added | Daniel R. Collins | Also, an example of another form: In the context of solving systems of linear equations, then the convention is to write in the general form Ax + By = C. This is included in our remedial/elementary algebra classes, so the emphasis there is actually on graphing directly from this form via intercepts. This then supports solving by graphing and writing matrices later on. | |
| Nov 5, 2015 at 23:34 | comment | added | Daniel R. Collins | I also thought for many years that it's easier to get students to pass algebra without point-slope; but from the perspective of what will they do later, as in the calculus instructors' courses mentioned above, I do now see how that would hold them back later. | |
| Nov 4, 2015 at 17:48 | comment | added | AgapwIesu | mathematical convention is not just to write y=mx + c across the board. It depends on what you are doing. If you want the formula for the function for that line, that may be so, but if you want to define slope (y - y0) = m (x - x0) is a better convention to start from. And if you get two points on a line and need to figure out the equation for it, it is much easier to start with this form. I grew up on y=mx+b and have always preferred it, but this other form of the same equation is as much a convention. But you are right that students should learn how either is easily derived from the other. | |
| Nov 4, 2015 at 9:37 | comment | added | Jessica B | @BenjaminDickman As I've now expanded, it is because students think the same equation is different that I say you should not teach it as different. They need to practice the skill of seeing why the two are the same, not the skill of following a procedure that magically turns one thing into another. | |
| Nov 4, 2015 at 9:33 | history | edited | Jessica B | CC BY-SA 3.0 |
added 1692 characters in body
|
| Nov 4, 2015 at 8:50 | comment | added | Jessica B | The title question was 'Why should I be teaching this?' and the main question now asks 'Am I right to think this is important?' My answer is 'no, it's not important, and you can teach it but there isn't that much of a good reason'. Looking at the wikipedia page, I'd say some people have really got over-zealous and missed the point that the equations are all the same. | |
| Nov 4, 2015 at 7:15 | history | answered | Jessica B | CC BY-SA 3.0 |