New answers tagged

1

Here is what has worked for me, and believe me this is something I wrestle with every year. I love that they ask this question and I don't want to discourage curiosity, I want to empower those kiddos. I always say long story short, your x-value always wants to get back to 0, the parent function. So if a function is f(x-2), +2 is what will make it equal 0, ...


6

There are two levels at which someone can understand algebra. (1) They can do stylized tasks using a set algorithm, such as multiplying out $(a+b)(c+d)$. (2) They understand what it means and can apply it to real-life problems. In principle it is possible for someone to master #2 while still not being competent at #1. The reality is that this never happens. ...


4

I can't spot in any of the other answers what I think is the main point. Neither teaching students to swap variables or teaching them not to switch variables is really the solution, as both of these simply train students to carry out a mechanical process without understanding what is going on. Either way, for the student the 'inverse' of a function remains '...


0

Consider the equation in its two different arrangement of variables: $y=x+5$ and $x=y-5$; for $x$ (independent variable value) as input, I am getting a set of $y$ (values dependent on input '$x$' variable values). Plotting them on a graph(where $x$ is independent and $y$ is the dependent variable) I get:(Line in red) for $y$ (independent variable value) as ...


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