Portfolio Assignment
It is well known that reflection on past work is a valuable learning tool. Thus, the portfolio is to provide you with an opportunity to systematically reflect on and consolidate your thinking and reasoning. The portfolio is also valuable for me, your teacher, because it gives me insight into your progress and accomplishments that is difficult to obtain in other forms of assessments.
Part 1
To begin, go over all of your work in since the midterm portfolio. This includes problems done in class, problems done for homework, and any other related work that you have done outside of class. From this body of work, select three “entries” to show case your progress and accomplishments. Typically an entry will be a particular problem or small number of related problems that, for you, represent important personal progress or accomplishment. Consider selecting entries that highlight your
- creativity or inventiveness
- mathematical growth
- curiosity or imagination
- ability to connect ideas/concepts
- deep understanding of concepts
- ability to model with mathematics
- insights into what it means to know mathematics,
- insights into how one learns mathematics
- insights into teaching mathematics
- insights into the role of communicating with others in the learning process
Each entry is to include your original response(s) and revisions or additions to one of the three original responses. Often times a revision or addition further showcases your creativity, mathematical growth, imagination, curiosity, etc. Each entry must also include a rationale statement that explains why you selected this entry. Explain the significance of the entry for you, personally. Use first person in your rationale statement. Each rationale statement should be on a separate piece of paper and placed in front of the respective entry. Length of the rationale statement will typically be 150 to 200 words.
Part 2
The second part of the portfolio is to focus on all the different meanings that you now have for and to illustrate these different meanings with selections of your work on different problems across the entire semester. Here are some possible ways that you might now think about : As steepness or slope, as how much a quantity changes in a set time interval, as a ratio that takes on changing values, as a variable, as a tool that tells you something about the solution functions y(t), as a process where you input a value and get an output (like a function machine), as a function in its own right, as a function that can change as a parameter changes, etc. I offer these possible ways to think about only as a suggestion. Do not feel compelled to use or be limited to the ways I described these meanings. Feel free to create your own descriptions of different meanings and/or new meanings for . For each different meaning of dy/dt, include your work on a particular problem where this meaning was pertinent for you and write a paragraph that explains how this meaning was realized in your work on the problem.
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