so excited to hear from another IB person. checking out your blog now 🙂

]]>I am also teaching TOK for the first time this year, and like you, I am finding it to be consuming but fulfilling. We should share stories sometime.

]]>2 to the power 3 only has meaning because we give it meaning, namely 2 times 2 times 2.

So likewise 2 to the power of -3, but the meaning to be ascribed is not quite so simple.

What is more easily accepted is 1 divided by 2 to the power of 3 ( 1/2^3 ). ( I can’t do latex or whatever).

Then we can see that it works to write 1/2^3 as 2^-3

One of the problems with exponent notation results from the original definition

2^n = 2x2x2x2x….. n times

It is more satisfactory to see it as ((1×2)x2)x2… ie start with 1 and keep multiplying by 2 the specified number of times. Then 2^0 is 1 times no 2’s at all, which is 1

Regarding 8 to the power box times 8 to the power box, 8^(1/6) times 8^(1/2) = 8^(2/3)

]]>i teach the dutch equivalent of 7th and 8th grade, as well as the international baccalaureate myp 4 & 5 (equivalent of US grades 9 & 10) and dp math studies 1 & 2 (equivalent of US grades 11 & 12). this is a VERY hard year for me as I have one of each class, so i’m spread all over the school. that makes it also harder to *care* about quality tests!

]]>i guess that is not a bad method since clearly the makers of the textbook thought about the test questions critically (??) and perhaps i’m too wheel-reinventy. but that does mean that there is little to no real analyzing going on within the department. in our international department, there is typically only one class (sometimes two) at each level, so then you are making a test completely on your own, so almost no analysis.

have you ever after a test sat together to look at everything and decide what worked and what didn’t and what could be better?

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