What does this question reveal about the student’s understanding?
(Also: do you agree with the mark given by the teacher?)
Categories
Category: High School: Functions
What’s going on here?
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.
Categories
Impossible Graphs
How would you mark these problems? What do the kids understand? What don’t they?
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.
What’s up with the above? Say something smart in the comments about the implications of a mistake like this one. What’s another mistake that you would expect this student to make in the future? What’s a mistake that you wouldn’t expect the student to make?
Thanks to Jonathan Newman for the submission.
Categories
Composition of Functions
In the comments, say something. If you’re looking for a prompt, how about “Give a theory as to why this kid made the mistake that he did.”
Selected by: Christopher Danielson
Question: What’s up with this? Why does this piece of student work matter? Does it?