Talk:Algebra/Function Graphing

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When I first wrote this module, Function graphing, I had just two fundamental general linear equation forms, Ax + By = C and the slope-intercept form y = m x + b. That, along with the formula for slope of a line, seemed sufficient to me to solve all linear equation problems. Later, I looked in several algebra books which also had the point-slope form and the intercept form of a line.
I added these two extra forms to the Function graphing module for completeness and to meet educational standards, since all the algebra books I looked at had them. After further comparison and contemplation about the two additional line forms, it seems to me they are redundant and not really necessary, but I left them in there to meet any educational textbook standards that might call for them. Is anyone familiar with the educational standards on these items? I now think that these two extra line forms are a redundant and unnecessary complications which could boggle the student's mind more than they might help a math student accomplish anything useful. Maybe educational standards should be changed to delete the point-slope and intercept forms of a line in modern algebra courses to reduce the number of equations that have to be learned. H Padleckas 00:59, 23 Jul 2004 (UTC)

[edit] I'm finished with the theory in this module.

This module has become quite long and I'm pretty much finished covering the graphing theory of linear functions. I've decided to end work on the theory in this module and continue in subsequent modules. I'm basically finished with this module except for problems or exercises. Graphing multiple systems of equations with multiple unknowns will continue in the next module, which I've just started. In the following three modules after that, math equation theory on quadratics and inequality theory have been written up in modules that are not really long, but the graphing of quadratics and inequalities has not yet been covered. Time and energy permitting, I may add some graphics on quadratics and inequalities to these modules. After that, I've just started another module, Algebra/Additional function and relation graphing, which will provide further examples of graphs, discuss other aspects of graphing, and cover circles and ellipses. In still further parts of the Algebra book, polynomials, exponential functions, and logarithms will be covered and graphs on those subjects can then be added to those modules.

Of course, if someone wants to work on this stuff, go ahead. I would like to know your plans so there's not a duplication of effort. You can use my graphs as "templates" to make your own or you can tell me what you want and I will try to make the graphs for you, my time and energy permitting. I have gained a bit of experience making these graphs now.
H Padleckas 18:35, 24 Jul 2004 (UTC)

[edit] Slope vs. gradient

I'm assuming slope is the American term for the gradient of a straight line (the m in y = mx + c). I'm a Brit, and we refer to it as the gradient. Which is more widely used in mathematical circles, and would it make more sense to use gradient as it will be referred to once a student reaches a level where differentiation is becoming involved? I'm happy to be shot down, I just thought I'd bring this up. Odd bloke 15:20, 28 November 2005 (UTC)

Also, on a related note, I've always referred to the y-intercept constant as c, as opposed to b... Odd bloke 15:25, 28 November 2005 (UTC)