Maverick Swaney

Lab 3 (pp. 46-56, 89-95)

1. Respond to each question on pp. 53-54 with “yes” or “no.”

- No
- No
- Yes
- No
- No
- No
- No
- No
- Yes
- No
- No
- Yes
- no
2. A weekly study schedule is subject to change due to unforeseen events. List two
examples given by Dahlke that should NOT be considered unforeseen events.

“I just don’t feel like studying at this time” or “I think I will go see a movie this
afternoon” (Pg. 92)

3. Complete the sentence: “Being disciplined in your study implies that your study
plans become ….”

“habit.” (pg. 92)

4. Complete the sentence: “Learning can take place whether or not….”

“…you feel up to it.” (Pg. 93)

5. Complete the sentence: “Understanding the section helps you work the problems,
and working the problems ….”

“…and working the problems helps you better understand the section.” (Pg 94)

6. Does Light say that there should be no short study periods? If not, what is he
saying?

Light says, “As valuable as short periods of study are, longer or sustained periods of
study are needed to accomplish certain learning goals. Learning new or complex
material requires sustained periods of study.” (P. 94)
Lab 4 (pp. 95-102)
1. According to Dahlke, when we think about the time range people study, when
are they the most motivated to study?
“Knowing that you will take a break after 45 or 60 minutes into your study will
motivate you to stay focused for this length of time. This break is your reward for
staying focused. You will be refreshed by the break, and motivated to return to
your study.” (Pg. 99)
2. When we consider the difficulty level of our subjects, with which should we
start?
“Begin with your most challenging subject then proceed to your next most challenging
subject.” (Pg. 98)
3. It is not a good idea to place the subject of least interest to you at the end of
your study session List two supporting arguments for this from Dahlke:
“…chances are you will short-change it because you didn’t get to it” (Pg. 99)
“…or you are tired and study it half-heartedly” (Pg. 99)
4. List three reasons to change the nature/difficulty of the content studied from
session to session:
“Changing the nature or difficulty of the content studied is motivating, less tiring, and
minimizes interference.” (Pg. 99)
5. List four of the variables that determine how long you can stay focused during a
specific study session:
“These include the nature of your subject, your interest in it, your energy level, and
whatever else might be on your mind at the time.” (Pg. 99)
Lab 5 (pp. 103-108)
1. Complete the sentence: “Some instructors fall far short of doing this by overly
stressing one aspect (e.g., computation), at the expense of ….”
“…other vital aspects.” (Pg. 103)
2. What definition of mathematics would most students give?
“Mathematics is computation” (Pg. 104)
3. What is the major problem of most diligent, but unsuccessful, students in
mathematics?
 “…the major problem of most diligent, but unsuccessful students in
mathematics, was their narrow view of what mathematics is, which dictated
what and how they studied.” (Pg. 105)
4. Is it a good idea to try to give an abbreviated definition of mathematics?
“Any attempt to give an abbreviated definition of mathematics does not serve
you or mathematics well.” (Pg. 105)
5. What is a better way to describe the nature of mathematics?
“A better way to get at the nature of mathematics is to give a series of short
statements, each of which describes an aspect of the nature or essence of
mathematics.” (Pg. 105)
6. Most students will say that mathematics is about formulas. On p. 106-108,
Dahlke talks about aspects of mathematics, formulas being only one. List all 39
aspects he talks about:
• Mathematics is experimentation. (Collect and analyze data)
. Mathematics is discovery. (Use experimentation, tables, pic-tures, and logic to
make discoveries.)
• Mathematics is concepts. (Know and apply concepts.)
• Mathematics is generalizations. (Know and discover general statements that
can be proven true.)
• Mathematics is numbers. (Know and work with the different categories of
numbers.)
• Mathematics is algorithms. (Know, develop, and apply algo-rithms.)
• Mathematics is formulas. (Know important mathematics formulas and derive
formulas.)
• Mathematics is shape. (Know and work with shapes of various dimensions.)
• Mathematics is pictorial. (Use geometric figures. graphs, or diagrams to
understand and relate concepts.)
• Mathematics is pattern. (Know, discover, and apply pat-terns.)
• Mathematics is order: (Know what and how it orders.)
• Mathematics is computation. (Perform simple and complex computations- -
mentally, with paper and pencil, or with judicious use of technology.)
• Mathematics is logic. (Know and use logic to reason and justify.)
• Mathematics is deduction. (Reason from the general to the specific.)
• Mathematics is induction. (Reason from the specific to the
general.)
• Mathematics is a logical structure of connected concepts.
(Understand, appreciate, and apply the logic that is used.)
• Mathematics is intuition and insight. (Experience instantaneous insight and
understanding without conscious use of reasoning.)
• Mathematics is justifying generalizations. (Prove generalizations using formal
and informal reasoning.)
• Mathematics is a game played by following specific rules.
(Know the rules and play the game.)
. Mathematics is change. (Know how changes in quantities affect changes in
related quantities.)
• Mathematics is solving problems. (Solve a variety of prob-lems.)
• Mathematics is applications. (Apply mathematics in an ever-increasing number
of disciplines.)
• Mathematics is simulation or modeling. (Simulate real-life situations by
constructing mathematical models of them.)
• Mathematics is symbolic language. (Understand and use symbols of
mathematics.)
• Mathematics is spoken language. (Speak and discuss mathe-matics.)
• Mathematics is written language. (Write mathematics using symbols and
words.)
• Mathematics is abstract. (Know, appreciate, and work with various levels of
abstraction.)
• Mathematics is precise. (Know the exactness of what is being said, and be
precise in what you are saying.)
• Mathematics is concise. (Use an economy of words without overly
compromising clarity.)
• Mathematics is compact. (Understand and appreciate com-pactness, and
express ideas in a relatively small space.)• Mathematics is beautiful (and
incredibly so).
• Mathematics is history.
• Mathematics is a product of human thought.
. Mathematics is dynamic (i.e., its history is continually being
made).
• Mathematics is inspired by nature.
• Mathematics is the language of the universe.
• Mathematics is the foundation of all other sciences.
• Mathematics is the language in which scientific models are written.
• Mathematics is power (beyond your wildest imagination)