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"A mathematician is a machine for turning coffee into theorems."--Paul Erdös

1. Introduction

1.1. Overview of the Teaching Event and its goals.

The following relevant materials come from the Curriculum Unit, referenced here for easy viewing:

Overview of coordinate systems & vectors and their importance
Essential, Unit & Entry-Level Questions that guided my thinking
The Teaching Context at my placement, including a class profile.
Plans for April 16 and Journal for April 16 - Introduction to coordinate systems and vectors; GIVING DIRECTIONS as an introductory activity.
Plans for April 18 and Journal for April 18 - Coordinate system potpourri, part one: CHESS (algebraic notation), PEG SOLITAIRE (devising notation for the "star board"), NINE MEN'S MORRIS (devising notation), and MAGIC CYLINDER (anamorphisms through polar and rectangular grids).
Plans for April 22 and Journal for April 22 - Coordinate system potpourri, part two: continuation and presentations. Introduction to polar coordinates.
Lesson Outlines and Notes for the remaining lessons, including LETTER TO ZAP #1

2.1. Log 1: April 16, 2002. - Introduction to coordinate systems and vectors; GIVING DIRECTIONS.

2.2. Log 2: April 24, 2002. - Estimating polar-to-Cartesian conversions.

2.3. Log 3: April 26, 2002. - Exact polar-to-Cartesian conversions.

2.4. Log 4: May 14, 2002. - Introduction to distance metrics; review of polar-to-Cartesian and Cartesian-to-polar conversions through the LETTER TO ZAP #1.

2.5. Log 5: May 16, 2002. - A continuation of the introduction to distance metrics, an introduction to 3-dimensional Cartesian coordinates, and GRADING LETTER TO ZAP #1.

3.1. Video: April 16, 2002 (First Lesson). NOTE: Due to space/storage limitations, the digital video segment has not been made available online.

3.2. Video Commentary - Analysis of the video segment and what it revealed about the day's teaching.

4.1. Student Work Samples - Work from LETTER TO ZAP #1 and GRADING LETTER TO ZAP #1, as well as some classwork samples and a summary of student comments on "What did I learn about grading?"

4.2. Student Learning Commentary - Student profiles, learning, and rationale.

5.1. Summary Commentary - Reflections on effectiveness and what could be changed for "next time."