Message #1288 in Discussion #243: Keynote Part 1

posted by:	Mike Gilbert on May 16, 2003 at 12:18PM
subject:	What next?

After regognizing that 1 - 2 - 5 means that the student was really
representing the problem as 100 - 20 - 5 (which is pretty high level
for an elementatary school student), a teacher might ask "How do I know
what this student understands?
If the student solved a second problem like 164 - 47, as 1 + 2 -3, this
might indicate that the student was onto something.

Thread View

Discussion: The Example of Analyzing Mathematical... - posted by Deborah Ball on 05/12/03 - 12:05
- Analyzing A student produced method. - posted by Anne Collins on 05/13/03 - 11:49
  - What if the - isn't a minus sign ? - posted by Judith Fonzi on 05/13/03 - 04:31
    - What next? - posted by Mike Gilbert on 05/16/03 - 12:18
- How about this - posted by Ed Wall on 05/13/03 - 02:47
  - What this student would do next... - posted by Andreas Stylianides on 05/14/03 - 03:22
  - how about this - posted by Jane-jane Lo on 05/21/03 - 04:31

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