TA: The Dreaded A1 Term!

Here are some musings to refine my A1 skills (yes, I must work on seasoning my steak with that oh too delicius liquid amber!) .
What are the consequences of using discovery methods on students understanding of mathematics?
Using discovery methods to teach students will improve their understanding of math because calculus students have learned mathematics better by learning the material on their own and working together with other students in an effort to synthesize and utilize math.

The implicit assumption here is that anything which helps students to learn the material on their own and work together in groups with other students will improve their understanding of math.

The A1 term here is a specific group of calculus students who will be used to show that in all reality discovery methods worked to increase understanding. By doing so, this same conclusion can be generalized to the most (if not all) mathematics students. The A1 term is not necessary but using the specific example gives some clarity. It also refines our statement that discovery methods will be useful towards math students, instead of students in all fields. This could also be more specialized towards just applying to upper division math students or just those that are in calculus. However, doing so would throw out the need to have an A1 term.

Another example of what might work for the A1 term is the following.
Playing bagpipes destroys other’s peace because playing loud music with high pitched notes harms the ear drums of those without earplugs.

This is a much better A1 term which clears up the A term greatly. “Playing loud music with high pitched notes” definitely falls under the umbrella of “Playing bagpipes.” Thus this is an example of an enthymeme where an A1 term is greatly needed.