My sense is that this mistake isn’t as interesting as the rest, but it’s a pretty common one that I see in Trigonometry. The question is, what sort of activity would help this student out?

# Author Archives: mpershan

# What does he think “factoring” means?

What does this kid think “factoring” means? And, at least to me, the more interesting question is: where did that conception of “factoring” come from? Tease it out in the comments.

# Powers Puzzler

What is going through this student’s brain? What would you say to the kid to help out?

Let me know if you’re having trouble reading today’s submission. If image quality continues to be a problem then I’ll experiment with typing the student work up.

# Not-so-simple simplifying

What’s the student thinking, and how can we help?

# The idea

Here’s the idea for this site:

Teachers need to be able to quickly look at mathematical work and identify the assumptions behind the work, and what actions to take in response to the work. That’s hard. But practice can help us get better at this.

The idea is that on this site each post will be a selection of student work. That student work will be posted by me, but sent in by you. And then in the comments we’ll discuss: what are the assumptions behind this work, and what could the next steps be.

Thoughts?