What’s the nature of this student’s mistake? Is it the sort of mistake that the kid would make given a linear equation to solve, or is the mistake particular to the trig context? How might you help the kiddo?
Category: High School: Functions
“The line’s too big.” So what? Why does this matter to the student, and what does this reveal about his understanding of graphing?
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?
This kid clearly knows some of the basics of composing functions. But check out that last line.
What is going through this kid’s brain, and how would you respond?