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I agree students should get an understanding of how to do math and not just how to get an answer.

Rounds

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Giving students shortcuts or easier methods to solve problems promotes misconceptions or hinders long term success in math,

Rounds

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I aspire to teach children to do a lot of critical thinking in math at an early age.

Rounds

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Using proper vocabulary in math strengthens students’ understanding, and equips them better for the higher grade levels.

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PEMDAS may seem strict, but with lower levels, it’s important to give them a set structure to follow that may help them long-term.

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I aspire to teach with transparency, broaden student vocabularies, and create thinkers, not just great testers.

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Students being taught to memorize "quick thinking" tips has taken away from them actually knowing how to solve certain math problems. This has caused confusion amongst students and taken away from a true understanding of math.

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PEMDAS is a rule that can still be used for the foundational skill of Order of Operations. I think it's something that should be expounded on as the problems advance.

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I aspire to unlearn certain rules and actually test myself to see if I know how to truly solve certain problems using math concepts.

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Rule #2 in the article spoke about using keywords to solve problems. Students should be able to comprehend the entire question so that they will understand how to answer the question correctly. Partee

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Reading the article has encouraged me to become more informed about Math and pay more attention to the subject. Partee

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No argument. I understood that the article was stating that some things expire as students progress academically. But there were some rules that helped me when I was in lower grades. Partee

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Proper vocabulary usage plays a very important role when trying to understand mathematical concepts.

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I agree that students should get an understanding while solving math problems.

They should work through the problem.

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I aspire for students to be open to new math strategies that will encourage critical thinking.

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I agree that with rule number two that you cannot take a bigger number from a smaller number. This changes with the introduction of negative numbers. A-McCoy

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I aspire to not enforce any negative habits that will impact students later on in life. I aspire to not just teach in the moment but teach for their future. A. McCoy

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I argue that using key words will not cause future misconceptions if the scholar uses it in addition to models. A. McCoy