1. This is a really cool question.
2. Gregory Taylor says he doesn’t know what the kid was thinking. Thoughts?
1. This is a really cool question.
2. Gregory Taylor says he doesn’t know what the kid was thinking. Thoughts?
I saw this one in class last week:
Probability of flipping 10 heads when flipping 10 coins: (1/2)^10
Probability of flipping 9 heads when flipping 10 coins: (1/2)^9
At 1:30, a student says, “if you do that probability 3 times, you ought to get that probability at least once.”
How should I have responded to this student? (I actually have the footage, which we can analyze at some point if we think that’d be fun.)
Bob Lochel asks: “I am wondering if anyone can conjecture why “3” was featured in both answers, as I can’t wrap my head around it. Perhaps it was a counting of the number of cells in the row she needed?”
The submitter reports: “There was some controversy in our department over the fact that the y axis has been labeled as frequency. The y axis should be labeled frequency density. However the majority of students did manage to ignore or relabel the axis correctly. This student has become confused by the whole thing.”
Ignoring the mislabeling of the problem, what evidence do we have about student knowledge?
Thanks to Ian Hopkins for the submission. Follow him on twitter too.
I’m sitting on a bunch of Khan Academy questions from users that I marked as very interesting. I never posted them, and I feel a little cheap giving them all their own posts. So I figured I’d just dump the whole lot on you all. These questions reveal interesting things about the way these students are thinking. If you think that you’ve got something interesting to add, either on the diagnosis or prescription side of things, dig into the comments below.
The first is a nice probability puzzler. How did this student get 3/8?
I love this conceptual question.
Not sure exactly why I clipped the first question here, but the second question is great. “Why do they call it a limit?”
A good reminder: some vocab is tricky. Why are these two vocabulary words the one that this student confused?
This is a great point from a kid about variable use.
A little bit of context for this next one: we’re talking about protractors here.
Here’s a conceptual question (taken from the Shell Centre) that provoked some solid responses from students:
Here are a few of the responses: