Are these two mistakes related? What’s the fastest way to help this student?
Category: Linear, Quadratic, and Exponential Models*
Three points to you if you can convincingly explain where “x = 2” comes from.
Why do kids make this mistake?
What’s up? How do you help kids avoid this mistake?
Thanks again to Andy Zsiga for the submission.
What would the kid put as answers to the question on the right? Explain your choice in the comments.
Many thanks to Andy Zsiga for the submission.
Why is this mistake attractive to the student? How could you make it unattractive?
Thanks to Tina Cardone for the submission.
The submitter of this mistake reports that the student is a “high flyer.”
- What is this student’s confusion?
- Why made this mistake so tempting? After all, if a student just doesn’t understand “slope” there are a million things that they could do wrong. Why this one?
Thanks to Jeff de Varona for the submission. Go check out his blog and follow him on twitter.
Say something intelligent about this bit of student work.
What does this mistake reveal about the kid’s thinking? How would you take the kid’s thinking to the next level?