Did this kid just get excited by a coincidence? Or is there something deeper going on here?
Squaring doesn’t make equivalent fractions.
Thanks again to Gregory Taylor for the submission.
How would you help this student?
Another thought: would this student have made this mistake at the beginning of the problem? In other words, is this mistake more likely to happen as the problem goes on than at the beginning? If so, then what does that say about problem-solving?
Thanks to Anna for the submission!
What’s the fastest way of helping these students?
Thanks to Anna for the submissions.
What’s the mistake? Diagnose the disease, and find the cure in the comments.
Thanks to Anna Blintsein for the submissions. Go follow her on twitter!