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  • Renee Holmquist

    Member
    June 21, 2022 at 1:53 pm

    I completely agree with spiraling and I think it can be done as you move through classic textbook set ups if a teacher plans ahead. For example in Precalculus as we learn about different types of functions (linear, quadratic, exponential, logs, sinusoidal, rational, etc) I am spiraling the vocabulary of characteristics of functions, transformations, solving, and application to real world with each. There is new concepts added as the function changes but the mathematical ideas stay the same if looked at with function notation. An example is a vertical stretch or shrink being taught at a*f(x) and they notice and wonder about a and trial and error with a known quadratic from Algebra II. Then as f(x) becomes different equations the prior knowledge they have spirals back.