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In my opinion, this progression explains very clearly why we need to move to an integrated math sequence at the high school level. It is very well done. I would suggest a couple of edits.
The bottom of page 3 begins a very long sentence that might best be broken up for easier reading. Maybe, “The following advice is attributed to Einstein ….simpler.’ We can aptly argue the choice of the model: C(t) = p + at as being ‘as simple as possible.’ Trying to make the model ‘simpler’ by dropping the purchase price p or the term at would delete…cost differences”
Page 4: Things that affect the model but
whose behaviornot characteristics the model isnotdesigned to study–inputs or independent variables.Page 5: Especially in…derivation of a formula. I do not understand what this means.
Page 6: Graphing utilities and dynamic geometry software produce revealing models
using technology. I’m wondering what graphing utilities and software do not use technology 😉Page 15: Later, as students… I had to really think about what this is saying. Maybe something like:
“Later,asstudents are challenged to develop more complex models. Two or more simple equations may be combined in to one formula using substitution. For example, volume = … surface area = … cost = where 10 < V < 20, could be combined into one conjunctive inequality.Pate 18
R, i. e. (spacing)
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