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When students are able to solve 2 similar problems using different strategies versus memorizing one procedure and trying to use it to solve every problem

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When students are able to solve 2 similar problems using different strategies versus memorizing one procedure and trying to use it to solve every problem

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sometimes I ask students questions like what kind of units are reasonable for this problem (meters versus millimeters when measuring the height of the Eiffel tower, for example) or like "what would be a reasonable ballpark figure for this problem" before they start to work out an answer. Their answer is very telling of how much they understand a concept versus if they are just following steps

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sometimes I ask students questions like what kind of units are reasonable for this problem (meters versus millimeters when measuring the height of the Eiffel tower, for example) or like "what would be a reasonable ballpark figure for this problem" before they start to work out an answer. Their answer is very telling of how much they understand a concept versus if they are just following steps

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teachers' own view of mathematics and learning affects how students view themselves as learners

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In order to avoid consistent mistakes, its best for students ask questions of if an answer provided makes sense. If students were to multiple two fractions together, they should come to an understanding that the answer should be smaller if the fractions are less then one.

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This is the warm up we did for integrals today. It was a little too hard but I think it asked them to think conceptually about what the area under a curve means

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Bringing in real life examples of math that you find in life (photos, texts, clips, etc) and inviting students to bring, as well

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Writing self-reflections and explaining to a partner

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taking new concepts and then justifying them by relating them to concepts they already understand

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Need to be able to see how concepts are being built onto each other  and welcome dif methods of solving

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students in my class have felt engaged making origami and recording data about ara, volume, etc.

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Probing questions for students to get to an answer. This looks like scaffolding or asking procedural questions to get your students to certain level of understanding.

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not only do you need to build representations of a situation, but you need to be able to see that some representations share the same type of structures

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choosing among effective procedures

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on longer class period my CT talks about things like student loans, taxes, math history that connect math to stuff outside the classroom

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Students in my Algebra I class created their own linear patterns and evaluated/analyzed them for my A4L

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Connections are most useful when they link related concepts and methods in appropriate ways

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reiterating to students that math is about sustained effort and not speed

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studying algorithms as generalized procedures to help see structure in math

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Three conditions need to be met:
1. Sufficient knowledge base
2. task is understandable and motivating
3. context is familiar

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students should be able to justify mathematical reasoning themselves with many different problems

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Promote math confidence outside n inside the classroom