# Lesson Reflection: Logarithmic function. Properties.

## Lesson Reflection: Logarithmic function. Properties.

How did you implement your lesson plan? The lesson plan I implemented on Tuesday, March 20, 2018, at a 10th grade, where I am also a lecturer, in one of the ICT Labs in the school. Students were impressed by the graphics and animation possibilities. They tracked the steps (constructing the graph of the logarithmic function by particular values and then generating the whole graph) of the constructions of the two applets. Have you integrated technology well? I think so. I've linked the reverse function graph. Pupils liked the symmetry of the 2 charts against the first bisector.There were no technical problems. Did your students reach the objectives of the lesson? Yes. Students were able to read and retain the main properties of the logarithmic function. We have rehearsed the properties of the exponential function compared to the logarithmic function. I have insisted on the bijectivity of the logarithmic function (graph: any parallel to the Ox axis intersects the graph of the function in exactly one point) to use it in the next lessons to solve the logarithmic equations. What do students say about the lesson? Most did not think there was such a math learning platform. They said they did not compare to it classical teaching on the blackboard. Some are passionate about the drawing and were interested in GeoGebra's tools (one saw 3D Graphics on the upper right and it was to turn away from the lesson. I promised to teach them in the guise). Regarding the tangent slope in the logarithmic function graph, we promised to return to class XI when we study the geometric interpretation of the derivative of a function at a point. Leaving the cursors a, b, c open, we synthesized the main properties of the studied functions (they liked the animation much). What could be improved to make your method work better? On a general case: - considering the generation whose education we are meditating - Born Digital (I like the expression) - I think the most effective improvement would be to finish TPACK components: content refinement, pedagogical adaptation, to learn how to use  the new technologies (that have found so far) so that the TPACK (7th component) surface is as comprehensive as possible. Practically, in particular, this lesson: I think we included too many instructions in one hour. The 2 applet I watched somewhat in speed and about the graphical solving of some equations, I remembered only fugitive. I think it would have gone better than a lesson - synthesis, fixation, consolidation of the properties of both functions: exponential and logarithmic. Or: if the base is subunit, should be homework.