1st Partial

Correct Use of Mathematical Language

Something I am very proud of this semester is that I haven't had trouble with the correct use of mathematical language. From calling a composite function a composite function to recognizing certain figures, like D: , to know it means the domain and I must put it every single time I am writing the domain and that the domain comprehends x such that x, as well as other things. 

In this activity you can appreciate the correct use of mathematical language in the inverse function, that you know you must write f^-1(x) and to indicate that it is an inverse. Also that you can replace f(x) for y when you are in the process of making it inverse. 

Now at the composite function to indicate that f of g in an equation you must write f composed of g such that x and that you write it as f(g(x)). And vice versa if you must write g composed of f such that x and that you write it as g(f(x)). 

1st Partial

Collaborative Activity

In this collaborative activity we used composite functions in order to answer an exercise sheet. I really liked this collaborative activity, my team was really nice and cooperative. Although we worked in pairs instead of trios because our composite function did not had an assigned person. I was f(x) and she was g(x).
We did gave in the activity at the due time and even had extra time in the end. Everything was very fluent. Although I had some problems in the instructions at the beginning I quickly found my teammate. 
I actively participated since the beginning of the activity, asking questions and looking for my partner. I knew that since all the composite functions given were  f(g(x)) I was looking first for my composite function that had a something were I had an x. Then when I found it, I started looking for what replaced x (that would be g(x)) and I found my teammate.
Together we analyzed the exercises and questioned the processes we made. Was it possible to have a square root inside a square root? Why some square roots did not covered the whole equation? I was constantly asking my teammate if she understood all the processes and we wrote them together so we could analyze them. The activity was collaborative so we divided the work just a little, I wrote the process in a separate page and she would write the correct answer in the clean activity. However we did the exercises together.
I insisted on writing the process so we both would be completely sure of what we had made, and we mutually ask questions to be sure we understood and were applying our knowledge right. I was the first to find the composite function and was eager to find my teammate as quick as I could, she was looking too, so it was easy to find each other.
We had similar opinions which made it easy to work together and as I mentioned, questions helped us accelerate the learning process for each of us.

1st Partial

Collaborative Activity

In this collaborative activity we used piecewise functions in order to create a functional 3D object. To be honest, this wasn't a nice collaborative activity, actually I believe it is the worst one I've had, but we learn from our mistakes. 
We did gave in the activity at the due time but it was chaotic, we had a lot of difficulties to make the final product and join everything, specially because a certain member of the team was eager to change everything because he wasn't satisfied with what we had made and do it all in its own way. 
I did participated and did my share of the team, I proposed several ideas of functional objects and graphed them so we could make up a function based on that, however I wasn't able to make the team work together with a cooperative sense and the process slowed since we weren't able to intervene in a constructive way. 
I tried to work as the leader and divide the work according to the different abilities on the team (one very good with letters, one very good at drawing, other at expressing mathematical thought) however, the distribution didn't worked because a member of the team was uncomfortable with its place, therefore he tried to "fix" everything we made because in his opinion we weren't doing anything right. Although his intentions were to help us, he stressed and confused us.
Because of this particular member, I assumed the objectives as mine, trying to make our activity work, instead of solving the problem and trying to ask for cooperation.
I accepted several opinions, but I did not include all, I tried my best to give a constructive point of view but it wasn't helpful because not all of the team was listening.  Dialogue was not working.

1st Partial

Critical Thinking

As an evidence of critical thinking you can see the evaluation of my teacher. She used a rubric to evaluate us, here is mine:

NEW SEMESTER

From this point on, you can see the evidences from 3rd Semester