Class journal prompts.

Reading reflection Due 2/18/17

Read Lockhart's lament
https://www.maa.org/external_archive/devlin/LockhartsLament.pdf and
respond to it on your class journal in the public folder
https://drive.google.com/drive/u/0/folders/0B4pd1POn5yqBVFdqX1Zrd0lVRlk

It's a long reading (25 pages), so here's what I recommend. Read the first
section (pages 1-6) completely; then skim the rest intentionally. Obviously,
you can read all of the essay if you're hooked; but it might take you a while.

Your response should be 3/4 - 1 page long (300-500 words). Think about the
following when you respond:
1. What's your reaction to the author's argument? Do you agree/disagree?
2. How has his argument played out in your math learning?
3. Does his argument have potential for influencing your math confidence?
What do you think would have the strongest influence on your math
confidence?

Major journal I Due 1/30/17

Summarize a concept we learned in unit 5 that you are confident in. Use this
weekly journal prompt (in the journal folder), as well as the journaling
checklist.

Journal IV (in-class, 15 minutes) Date

1/24/17

Spend five minutes reading this article

https://mathwithbaddrawings.com/2015/04/08/the-math-ceiling-wheres-your-
cognitive-breaking-point/

For ten minutes, write freely, reflecting on your thoughts on the article. Do
you agree with the writer? Do you disagree?

You may also write about any of these.

Have you had an experience that made you feel like youre closing in on your
cognitive breaking point? How were you able to navigate this experience?
Journal III (in-class, 10 minutes) Date
1/17/17

Reflect on your progress in our class so far. What are you proud of? What do
you wanna work on for the second half of the term?

Journal II (b)
What is your understanding of math confidence? In what other environments
do you feel confident?

Journal II (in-class)

Students are not only learning mathematical content, but also developing
their mathematical identities. (Horn, Strength in Numbers, p.27)

Spend 10-20 minutes in class writing about how you see yourself as a
mathematician - your math identity. You could write about your strengths,
weaknesses, fears, confidence, stereotypes, etc. and past experiences that
reinforced these stereotypes.

Journal I (homework)
Summarize the idea of inverse functions to a friend who missed class
because they were sick. Refer to the following prompt to guide you.