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

Final Reflection

During this course I learned a lot of things, some went very fast but I caught the trick of them really fast. Somethings like polynomials and algebra were familiar to me, but the behavior of parabolas and how to graph functions/polynomials were things that I liked to learn more about. While I was learning new things, I started to discover shortcuts or things that tended to repeat so it was way easier for me to solve the problems and be quicker to solve certain exercises. Somehow, I could say I learned to identify patterns, in order to solve or simplify problems, even to expand them. It fills me with curiosity to learn more in next semester.

I could say that my strengths were individual work, and problems of factoring and multiplying. Since there were a lot of things that we saw last semester it was easy to make a link to them. However there were some new topics with which I struggled a lot to understand how to solve them, specially module 7 was the hardest to understand. I need to say, sometimes I overestimate my knowledge and don't pay that much of attention and I need to fix that, because somethings that I might believe I already know sometimes end up making me having wrongs. I need to ask more questions when I have doubts. 

One thing I remember a lot was the day we had a kind of jeopardy and gathered in teams to win points. I liked it a lot because it was a very fun way to make a review of the things we saw in the course and it was highly amusing to work in teams to try to win points. 

I would say I still have the same recommendations of last semester: to be organized, listen to the explanations (specially formulas), take notes and to not forget to print the modules, as well as trying to have the works and HW complete to avoid problems when trying to repeat a module. But I would add: to ask a lot of questions, DO NOT overestimate your knowledge, and be productive in classes unless you want to accumulate everything because YOU WILL HAVE TO DO THOSE EXERCISES, I can tell you for my experience that even though you may say "Oh, it is just a couple of exercises. I can do them at home" I am pretty sure you will forget about them and remember it when you have to deliver the manual, and you will regret not doing those exercises. 
Notes if you take the course with my teacher: The teacher is really cool, specially for the fact that she believes that it is ok to be wrong. So don't worry if you make any mistake, she'll help you. Also listen to her, she is usually right when she points out to be careful on common mistakes. 

Module 9

Critical and Reflexive Thought

This is an evidence of use of critical and reflexive thought because I applied the mathematics in a proper way in order to solve the exercises in the quiz. I believe for this to be a good evidence to show that through the module I have learned and obtained the proper tools to solve a single polynomial whose leading term has an exponent greater than two. In order to learn this process, we had to have several exercises to just see the first steps of this process. I am pleased to present and find that I can answer this problems properly by the process we were taught.