Winter Reflection

Marley Gabel
Through this first semester of calculus with Kyle Edmonson, we have discussed a variety of
different topics. From the unit circle to derivatives, we have learned new concepts and developed
the ability to reason with math problems by asking: how do I get to my answer? instead of
what is the answer? This particular style of teaching mathematics was vastly different than
other math courses I have completed during my time at high school. Calculus pushed me to
understand why formulas and equations worked and apply that to a problem instead of
memorizing a series of steps for a test and forgetting it a month later. Previously, I would tackle
a mathematic problem with the goal of obtaining a correct answer. While I still have this desire
to answer problems correctly, this course has taught me to fully understand the process that will
lead me to the right answer.
In this particular course, I found myself challenged by derivatives. Derivatives represent the
graph of the slope of a function. Using derivatives, mathematicians can plot the points of the
slope, derived from an original function.
At the beginning of this unit, we first developed a base of rules and guidelines to solve
derivative. We developed a series of rules such as the constant rule, power rule, product rule,
quotient rule and chain rule. While these tools clicked with me and I was able to use them in
application problems, I struggled to comprehend the chain rule.
A chain rule is found in an equation where there are multiple steps nested into each other. In
essence, there are two or more aspects within the expression that need to be differentiated.
Solving the chain rule when there are only two parts is fairly straight forward and a formula
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can be used:
). This formula demonstrates the chain rule process where
the outer part of the equation is differentiated and the inner part does not change and then is
differentiated and multiplied onto the end.
The chain rule gets substantially more complicated when a third layer is added into the
equation, requiring a 2 chain procedure.
Example Equation:

This particular example requires the chain rule because there are three different parts
embedded into this problem, representing the three different layers.
Originally, when teaching us the 2 chain rule, Kyle introduced a method that used
representation of D, U and V as the different parts of the expression. This method was confusing
and multiple times I was tripped up by this particular labeling within the equation. Even though I
was already confident with one chain rule, I was continuously stumped by the double chain rule.
After struggling to work through the D, U and V notation, Kyle showed us a different process
to reach the same answer. This method split the expression into three different parts.

Parts:
)
1.
)
2.
)
3.

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By labelling each aspect of the expression, I was able to clearly recognize the separation and
solve each part separately and multiply them together to solve the double chain.
)
Step 1:
)
) recognize the original expression will need to be solved by
a double chain rule.
)
)
)
Step 2:
)
) ,
) ,
split the
expression into three individual layers.
Step 3: Use the other rules (power, quotient, constant) as applicable to find the derivative of the
three individual parts.
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)
A)
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)
)
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)
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B)
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)
C)
Step 4: Multiply the derivative different parts of the expression together:
)
)
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While the first steps to solving this problem were confusing and complicated to me, the second
method of solving a double chain rule was clearer and made much more sense. Through this
process, I found what worked for me as a student. I discovered there are multiple ways to solve
problems and in order to succeed in mathematics; I need to find the system that makes the most
sense to me.
Prior to this year, my mathematical problem solving process was limited. I participated in
math courses as a generic student, following the memorize the equation-solve the problem-hope
I get the right answer methodology. After a first semester in Kyle Edmonsons class, I am able
to maximize my skills by first understanding why a particular formula works, and then applying
it to the problem at hand. Beyond my education at Animas, I know that I have begun to develop
critical skills that will allow me to problem solve mathematical conundrums in my future
courses.
In Calculus, I have strengthened my ability to question the process and ensure I understand the
steps the solution. While this is a strength that I intended to apply to future math classes, my
weakness comes from overthinking the same problems. Due to my pursuit of understanding how
to solve the problem, I become too entrenched in the technicalities of the problem which can
cause panic. While I struggle to balance this strength and challenge, I know I will be able to
continue to deepen my mathematic knowledge in my future. My curse of overthinking can be
combated by drawing from my pool of basic skills and through these skills, I can dissect the
problem piece by piece instead of trying to tackle it as a whole, intimidating question.
Additionally, I can confront this challenge by learning multiple methods to achieve the same
answer and use the one that is clearest to me. Through this first semester, I have begun to realize
I am more mathematically apt than I previously believed and I am excited for the rest of this year
in Kyles class as well as my freshman calculus classes at the college I attend next year.