The transformation unit has improved my critical thinking by having me use generic equations (e.g. y=f(x) ) to transform specific functions. In doing this, I often had to examine the situation, interpret the generic equation, and apply it to a specific function. Unlike straight-up algebra, I had to read the equation to get my starting values. This expands on concepts I learned in previous courses.

In terms of creative thinking, when I was given two functions (an original and a new one), I had to think of all the ways the function could have been changed, and write the equation of the transformed function. There were times where I had to think outside the box to find a valid solution (sometimes, when looking at more complicated graphs, it isn’t obvious).

In addition to changes in my critical and creative thinking processes, I’ve noticed an improvement in my communication skills. Every time I was given a generic equation (y=f(x)) that was transformed to, for example, y= f(4x-3) + 1, I had to write the changes in (m,n) language, verbalize them and apply them to a specific function. This forced me to put it into words, which is something that doesn’t happen very often, especially in math.