How would you help this student?
Thanks to Chris Robinson for the submission.
Month: February 2013
Thanks to Andy Zsiga for the submissions. He’s wondering whether anyone has perspective on why students would graph several points correctly, and then mess up the point that contains a zero as one of its coordinates.
Anyone have a theory?
How would you help these students?
Thanks to Tina Cardone for the submissions. Head over to the Productive Struggle blog for further analysis and discussion of these questions.
Below are the same responses from every member of a class to the same question.
What seem to be the most common issues? If you graded these quizzes on Sunday, what would Monday’s lesson plan look like?
Categories
1 – (-1) = …
Where does this mistake come from? I mean, the kid knows that 1 – 1 = 0, right? So does the kid think that 1 – (-1) = 0 too, or does the kid misconstrue this as 1 – 1? What’s your theory?
Thanks to Chris Robinson for the work sample.
What’s the fastest way of helping this student?
Thanks to Jonathan Newman for the submission. You should click on his name to go to his blog.
You grade these tests on Sunday, and you see these kids on Monday. What does the lesson plan look like?
For more context and analysis, go check out the blog from whence these came.
What’s the quickest way that you could help this student?
Thank you to Anne Bailey for the submission!