# data[].attributes.headline
I can solve a rubrics cube but I don't understand why.

# data[].attributes.subject
I can solve a rubrics cube but I don't understand why.

# data[].attributes.headline
Students think that variation is lost when we talk about the average person etc.

# data[].attributes.subject
Students think that variation is lost when we talk about the average person etc.

# data[].attributes.headline
Able to do the procedure, but challenges when the numbers are in a word problem

# data[].attributes.subject
Able to do the procedure, but challenges when the numbers are in a word problem

# data[].attributes.headline
A student who is using the algorithm for subtraction with confidence, but doesn't understand that all the numbers at the top still equal the original number.

# data[].attributes.subject
A student who is using the algorithm for subtraction with confidence, but doesn't understand that all the numbers at the top still equal the original number.

# data[].attributes.headline
Students who can do their times tables up to 15 x 15, but having challenges with applying in real life

# data[].attributes.subject
Students who can do their times tables up to 15 x 15, but having challenges with applying in real life

# data[].attributes.body
A student who can get the "right" answer but is unable to describe the strategies they used.

# data[].attributes.headline
Students can calculate the slope of a line in an abstract context but then can not apply it in a real world context where positive and negative has opposite meanings.  In such a case, they assume a negative slope means the dependent variable is always decreasing with the independent variable but this is not true if positive and negative has contextual opposite meanings like a gain of mass vs a loss of mass. 

# data[].attributes.subject
Students can calculate the slope of a line in an abstract context but then can not apply it in a real world context where positive and negative has opposite meanings.  In such a case, they assume a negative slope means the dependent variable is always decreasing with the independent variable but this is not true if positive and negative has contextual opposite meanings like a gain of mass vs a loss of mass. 

# data[].attributes.headline
A student who may not be able to come up with multiple ways to demonstrate how the sum of two numbers equals 25.

# data[].attributes.subject
A student who may not be able to come up with multiple ways to demonstrate how the sum of two numbers equals 25.

# data[].attributes.headline
A student who becomes visually stressed when they feel they can't rely on an algorithm to solve a problem

# data[].attributes.subject
A student who becomes visually stressed when they feel they can't rely on an algorithm to solve a problem

# data[].attributes.body
A student that knows that 3 + 3 = 6 but can't represent it using Math Manipulatives

# data[].attributes.headline
McDonalds - cashier is reliant on the machine and algorthm, but unable to work it out when machine was done

# data[].attributes.subject
McDonalds - cashier is reliant on the machine and algorthm, but unable to work it out when machine was done

# data[].attributes.body
Students who do long division know how to "bring down" or in subtraction they are "borrowing" but lack the understanding that they are actually regrouping.

# data[].attributes.headline
A student who has memorized their times table but can't visualize what 3 x 3 for example looks like.

# data[].attributes.subject
A student who has memorized their times table but can't visualize what 3 x 3 for example looks like.

# data[].attributes.headline
A student who can add their purchases in a store by pulling out their calculator but can't estimate an approximate total quickly.

# data[].attributes.subject
A student who can add their purchases in a store by pulling out their calculator but can't estimate an approximate total quickly.

# data[].attributes.body
bit.ly/2OBTL3E