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| Module 1 | How can participation in this training help me to more effectively teach mathematics for students with learning problems? | |||||||
| Topic 1 | A Mathematics Frame of Mind | |||||||
| Activity 1 | Mathematics from the Students’ Perspective: Making sense of students’ work | |||||||
| What are the mathematical understandings displayed by Alphie? Boris? Casper? Daphy? | ||
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Posted at Mar 21/2006 03:17PM:
AD: I understood how the first student did the math problem and this was how I learned to do multiplication in school. I did not understand the reasoning behind the 2nd and 4th student's work.
Posted at Sep 28/2006 10:59AM:
Tony Tallent: The student doesn't understand using like denominators to compare "oranges to oranges"
Posted at Sep 28/2006 10:59AM:
DavidAllsopp: What I learned is that this group is very very BRIGHT!:-)
Posted at Sep 28/2006 11:00AM:
Bobby: Casper does not understand common denominators. He thinks four and five are bigger so 4/5 must be bigger.
Posted at Sep 28/2006 11:00AM:
susan cunningham: Student does not understand common denominators. He is trying to compare apples to oranges.
Posted at Sep 28/2006 11:00AM:
Tamra Vaughan: Casper seems to need some extensive use with manipulatives to understand that in order to compare fractions he needs to understand that the wholes must be equal.
Posted at Sep 28/2006 11:03AM:
LArthur: ok
Chart1.1.1.doc
