What does this response reveal about this student’s understanding of the basic trig functions?
(Bonus! What’s up with that response for distance? Can you explain why that mistake is a tempting one to make?)
Here’s a mistake from a trig class. Would the question be easier in a Geometry class?
Here’s my theory: teachers underestimate how weak most of our students’ knowledge is, and how weakly in transfers. In particular, this problem became twice as difficult as soon as it was offered in the context of a trig class, without carefully writing the right angle in there with the lil’ square.
Am I right? Wrong?
Thanks to the Uncanny Tina Cardone for the submission.
There’s a ton to comment on here. I doubt you’ll need much in the way of a prompt, but here goes: what mistakes are missing? You grade this test on Sunday; what does Monday’s class look like?
Thanks to Tina Cardone, who is not-so-slowly taking over this blog, for the submission.
What other mistakes would you expect to see from this problem? How do you teach so as to help students avoid these pitfalls?
Thanks to Tina Cardone for the submission.
What made this question hard for the student? How come they got it wrong? Why did the student get it wrong in this particular way?
Today’s submission comes from Tina Cardone, who blogs at Drawing On Math.
The proof above isn’t great. In the comments, take on any of the following questions (or any others):