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something incredible

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Lots of academic vocabulary, especially words that may already have meaning in other context (e.g. "Map")

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multi-step transformations requiring following one step then another

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Usage of different terms is challenging - what it means to "map" a triangle "onto" another one. Or to "translate" a triangle "by" a directed line segment.

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This problem requires students to navigate a visual component of text (with spatial intelligence) and a written English component of text.

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Even if students had the technical definition of the terms, they might not understand what they are supposed to do and they may feel disconnected to the whole operation.

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Math?

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Requires background knowledge of math vocabulary

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What is meant by the verb translate? Help!

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math vocab with multiple meanings: map, translate, etc

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This problem is abstract--two random shapes in an assumed plane. Would the outcome be different if this were a problem about stacking identical wedges of cheese?

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Do students these days even know what direction clocks with hands run?

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I notice that the shapes are floating in space--there are no gridlines. This can make it harder to visually make sense of the shapes in the question.

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I am curious about the instruction happening in a classroom to bring in social and informal language to connect to the formal language of mathematics. If students did not have opportunities to make sense and meaning of the mathematical language than this item would be confusing

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Combining multiple transformations.

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Both background knowledge and vocabulary. Do students understand what these two terms mean?

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Imagining students taking this assessment on a computer - having to process visual moves without being able to mark the physical text (can make a sketch but that requires a lot of tracking)

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Specific content vocab and use of common words not as defined like translate, map.

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Specific content vocab and use of common words not as defined like translate, map.

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Students may recognize the word "translate" but will likely think of it as translating language and the apps they may use to do that.

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Super 'mathy' language for a simple concept.

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US/Western math represents a particular cultural point of view

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US/Western math represents a particular cultural point of view

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The way math is taught & defined, which concepts are prioritized, and how it's represented, are specifically cultural. The representation and choice of standards here is from the dominant (White) culture approach.

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For some words, it required knowing the the 2nd or 3rd usage of a specific word. This could be hard for many students.  

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For some words, it required knowing the the 2nd or 3rd usage of a specific word. This could be hard for many students.  

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There is no entry point without solid understanding - incentive to guess

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so many terms to know, starting with "sequence of rigid motions"

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Why should students care about solving this problem?

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Need to be more clear on what students need to do by being aware of what words our brains might skip. In this program, if a student knows rotate, they might skip over the directional aspect of which way they need to rotate. Having those slight differences in distractors is a test-taking strategy, not a literacy strategy