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Site Business

Call for feedback: Categories

Hey everyone. The way that I’m categorizing mistakes isn’t really working for me, and I’m curious what all you users of the site think about what we’ve been doing.

Here are my questions:

  1. Suppose that I stopped categorizing posts by CCSS standard (i.e. “A.REI.3”) and instead used the CCSS categories (i.e. “High School – Algebra – Reasoning about equations and inequalities”). Would that bug you? Anybody out there really like the categorizing by standard?
  2. Right now I categorize posts in two different ways. First, by topic and course (i.e. “Algebra 1, Inequalities”) and also by CCSS. Let’s say that I told you that I was going to just do the CCSS stuff. Would that make you happy/sad/morose/nonplussed, or would that have no impact in your life?

I’m looking for feedback. Please leave a few quick thoughts in the comments of this post.

(Also, feel free to start a more general conversation about features of the site.)

Categories
8.EE.7 Solving Linear Equations

Backtracking

What does the student understand, and what does she not? How would you help?

Categories
F-IF.7 Graphing

“Can’t graph it. Too big a line.”

“The line’s too big.” So what? Why does this matter to the student, and what does this reveal about his understanding of graphing?

Categories
N-RN.2 Radicals

A classic: Subtracting radicals

This mistake is a classic in my classroom. What does the student understand about combining like terms, but what is the conceptual model that makes this sort of mistake so enticing?

Categories
8.EE.1 8.EE.4 exponents Feedback Scientific Notation

Scienfitic Notation

 

What does the student know? What are the student’s misconceptions? How would you help?

Categories
Uncategorized

Rate of change

What’s the mistake? How would you help?

Categories
A-REI.4 factoring Quadratics

Solving versus factoring

What does the student have right, and what does the student have wrong? How would you help?

Categories
F-BF.1 Functions

Keeping your composure (? does that even count as a pun?)

What does this student know about composition of functions?

What’s going through the kid’s brain when he makes his mistake?

How would you help?

Categories
3.NF.2 Fractions

“3 out of 2 doctors recommend…”

 

What does the student know? What does the student think is going on with fractions? How would you help?

Categories
Calculus Derivatives

Implicit Differentiation

What does ze student know how to do? What mistake is ze student making?  How would you help?