[size=200]The purpose of this Math Journal is to utilize te[/size][size=200]chnology to reach students. [br][br]Due to the pandemic, many students have fallen behind in their academics. Therefore, technology may be a relative tool to educate students. [/size]

[size=200]MA.912.AR.5 Write, solve and graph exponential and logarithmic equations and functions in one and two variables.[br][br]MA.912.AR.5.3 Given a mathematical or real-world context, classify an exponential function as representing growth or decay.[br][br]MA.912.AR.5.6[br]Given a table, equation or written description of an exponential function, graph that function and determine its key features. [br][br]MA.912.F.1.6[br]Compare key features of linear and nonlinear functions each represented algebraically, graphically, in tables or written descriptions.[br][br]MA.912.F.1.8[br]Determine whether a linear, quadratic or exponential function best models a given real-world situation.[br][br][/size][size=200]MA.912.F.2 Identify and describe the effects of transformations on functions. Create new functions given transformations.[/size]

[size=150][size=200]MA.912.T.4.1[br]Define and plot polar coordinates. Convert between polar coordinates and rectangular coordinates with[br]and without the use of technology[br][br]MA.912.T.4.2[br]Represent equations given in rectangular coordinates in terms of polar coordinates. Represent equations given in polar coordinates in terms of rectangular coordinates[br][br]MA.912.T.4.3[br]Graph equations in the polar coordinate plane with and without the use of graphing technology.[br][br]MA.912.T.4.4[br]Identify and graph special polar equations, including circles, cardioids, limacons, rose curves and lemniscates.[br][br]MA.912.T.4.5[br]Sketch the graph of a curve in the plane represented parametrically, indicating the direction of motion.[/size][/size]

[size=200]MA.912.T.4.1[br]Define and plot polar coordinates. Convert between polar coordinates and rectangular coordinates with[br]and without the use of technology.[br][br]MA.912.T.4.2[br]Represent equations given in rectangular coordinates in terms of polar coordinates. Represent[br]equations given in polar coordinates in terms of rectangular coordinates.[br][br]MA.912.T.4.3[br]Graph equations in the polar coordinate plane with and without the use of graphing technology.[br][br]MA.912.T.4.6[br]Convert from a parametric representation of a plane curve to a rectangular equation, and convert from a rectangular equation to a parametric representation of a plane curve.[/size][br][br]

[size=100][size=150][size=200]By the end of the geometric lesson, the students should be able to determine if a three sided figure is a triangle by applying the Triangle Inequality Theorem. [br][br]Students will be guided through the activities and provided academic support. [br][br]Students will have access to manipulatives, technology, GeoGebra, paper, pencils, and rulers to support their critical reasoning in regards to the geometrical concepts. [br][br]MAFS.7.G.1.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.[/size][/size][/size][br]

[size=200]MA.912.C.2.4[br]Apply the rules for finding derivatives of constants, sums, products, quotients and the Chain Rule to solve problems with functions limited to algebraic, trigonometric, inverse trigonometric, logarithmic and exponential.[br][/size]

[size=150][b]My experience [/b][br][br]Students learn in different ways and have a variety of learning styles. Thus, educators should apply different teaching styles to connect with more students. Mathematics may be challenging for many students; therefore, it is important that educators teach new material in a well organized manner. Mathematical software can help and support problem solving within the classroom.[br][br]Classroom Cognitive and Meta-Cognitive Strategies for Teachers elaborates on several ways to break down mathematical applications for students. This book explored different problem solving techniques and strategies that teachers can use in the classroom. The technique that I utilized the most was Visualization.[br][br]At times, new mathematical concepts may appear abstract for students. As a mathematical educator, I know the relevance of making concepts more concrete for students. Moreover, utilizing visualization strategies can allow students to actually “see” the math. This can be completed by having students actively underline and circle key terms in the word problem. Furthermore, have students put the concepts in their own words and draw pictures and/or diagrams to represent the mathematical application. Mathematical technology and software can help students see their work. There are even software that educators can use to enhance the classroom through virtual manipulatives. [br][b][br]Technology and teaching mathematics.[/b][br][br]As an educator, I have experienced and witnessed several digital seminars. I have learned from experience that one-size does not fit all. Therefore, I integrate different pedagogy methods and teaching styles to support students through technology. Typically, I model methods and strategies to support students. Moreover, I make adjustments as needed.[br][br]I have realized that it is important to have a well established curriculum and instruction. Therefore, assessment and measuring students comprehension of the subject matter is essential. Thus, Learning, Teaching, and Accessing technology is important. I utilize free resources for students to allow all students to gain access to the material. Moreover, educators should carefully select tools that are user friendly to students. Personally, I train my students and model the appropriate techniques for using technology. Not to mention, I find mathematical resources that are no cost for students so all students will be able to access the resources regardless of their financial situation. [br][br][b]Creating lesson plans in the GeoGebra journal[br][/b][br] I integrate technology within my lesson plans that will allow my students to discover and create new ideas through mathematics. GeoGebra allows students to work collaboratively and learn new concepts. I researched and found ways to create different types of applets. A benefit that I utilized in my lesson plan and GeoGebra book is the quiz tool. The quiz may serve as a formative assessment. Thus, I am able to gather information and data about students' comprehension. Unique GeoGebra and Quizzes can allow students to discover new mathematical concepts through interactive games and competition. [br][br][b]My experience with working in groups and collaborating with stakeholders, creating a presentation, and receiving and giving recommendations[/b][br][br]I enjoy collaborating with my coworkers remotely and working independently. Weekly, I schedule designated times for my colleagues and I to work on projects. Collaboration gives educators an opportunity to learn from each other and share our knowledge and tools. I utilize Google Meet, Google Slides, Google Docs and Google Sheets to work simultaneously with others.[br][br][br][/size]