Chpt+15+problems

Chpt+15+problems - Alex Fafara Section 05 10/17/11 Problem...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Alex Fafara Section 05 10/17/11 Problem 104. Evaluate the quality of strategy use in these conversations from a 7 th grade mathematics class. Scenario #1 A I got 30. How about you? D I got the same. B No, it’s minus 30. You have to write the minus six on this side. C I don’t see how you got that. D I made the same mistake. I had a minus on this side, and then to take away that minus, you want to multiply both sides by a minus, and that will end up with a minus on this side, and a plus on that side. C OK. I see. Scenario #2 D I don’t see what to do with the x. C All right. You want to get the x all by itself on the right side. Like this. [Writes on D’s paper.] Then you divide by 2. You do that because 2 divided by 2 gives you 1, and you want to get just one x on the right side. D So, you subtract 5 from both sides to get x all alone. OK. The quality of strategy use in Scenario #2 was much, much better than the quality in strategy #1. In Scenario #1, Student A dives right in without using any strategies, just giving his or her classmates the answer that he or she came to. D follows up saying that he or she got the same. None are trying to explain their thinking, or looking for reasoning. When student C pipes up that he or she doesn’t understand, Student D realizes his or her mistake, and knows how to correct it, so student D explains to the group what the mistake was and how to fix it. This is good, but C doesn’t respond in a way to prove that C understands, therefore negating much of the usefulness of D’s work. In Scenario #2 however, students C and D have a great strategy flow. Student D immediately brings up that he or she does not know what to do. Student C gives Student D a step-by-step process of how to solve the question, while also explaining why to do those steps. This helps student D understand, and we can see that it helps student D understand because he or she voices aloud what he or she is thinking. This is a much more powerful showing of strategy use to help learning than Scenario #1. Problem 105. Evaluate these group interactions. Choose 1 of the 2 problems below to answer (A or B). For the problem you choose, imagine that you are a teacher who is listening to this segment of the group
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 11/16/2011 for the course EDU 306 taught by Professor Chinn during the Fall '11 term at Rutgers.

Page1 / 4

Chpt+15+problems - Alex Fafara Section 05 10/17/11 Problem...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online