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Bingo. I'm a teacher and I like students who ask me to re-explain or re-present a step in an argument. In fact, I use techniques designed to find out how much
by keithpeter 14y ago
Bingo.
I'm a teacher and I like students who ask me to re-explain or re-present a step in an argument. In fact, I use techniques designed to find out how much my students know and 'how they know it'. I teach fairly basic Maths, and different students learn the basics in different ways.
I'd like a student who could articulate which step in a complex argument is the issue even more! I usually ask follow up questions to find out where the issue is without putting the questioner on the spot.
- JadeNB 14y ago> In fact, I use techniques designed to find out how much my students know and 'how they know it'. I teach fairly basic Maths, and different students learn the basics in different ways. This sounds interesting. Could you talk more about it?
- keithpeter 14y agoOK, take a question like 'which is bigger, one fifth or one third or one half'. Some people just know the bigger number on the bottom of the fraction means that is smaller, for unit fractions. Other people have to visualise the fractions as a pizza and compare the slices. A few people have to take an actual value like 30 and work out the values of each of the fractions. They all solve the problem, but the 'way they know' is different. A longer example is at http://sohcahtoa.org.uk/pages/maths_algebra-revision-card-sort-and-mark-homework-activity.html http://sohcahtoa.org.uk/pages/maths_algebra-revision-card-so...