Offered to you without comment. Say something interesting in the comments.
Last week I posted a short video from a tutoring session I had with a kid. We were solving equations, and he had some interesting ideas, and it was nice to have those ideas and his mental workings become explicit.
Here’s another chunk of that video:
Comment on whatever you like, but here are some prompts:
Or jump in with whatever you like in the comments.
Comment on anything that you like, but here are some prompts:
Looking forward to a great bunch of comments here. Don’t let me down?
Here’s how I responded:
Clearly the kid doesn’t have a deep conceptual understanding of how to solve equations or simplify expressions. True, the kid probably learned some stuff proceduraly as opposed to conceptually. (Though, I can confirm, that in this classroom nobody ever said anything, like, “When you have an equation you need to add something to each side to isolate the x.” The balanced-scale model was used at first.)
There’s still two interesting, deeper questions, to consider. (Possibly more: bring it up in the comments.)
a) Would this kiddo always make this mistake, when presented with an expression to simplify?
b) If not, then what exactly is it about this problem that prompts the kid to employ a basic move from equations?
Say something smart about this in the comments.
Thank you to John Weisenfeld for the submission.
The student clearly needs more practice with solving equations. Fine. But why did the student make this mistake, in particular? After all, there are dozens of ways to mess up this problem. Why was this way tempting?
Today’s submissions comes Louise Wilson, who blogs over at Crazed Mummy.