tag:blogger.com,1999:blog-7719550.post783442029919499227..comments2020-09-03T13:53:07.556-04:00Comments on Tuttle SVC: When English Teachers Look at Math ProblemsTom Hoffmanhttp://www.blogger.com/profile/08577165613934129833noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-7719550.post-37835696636462671302013-04-01T20:09:03.532-04:002013-04-01T20:09:03.532-04:00When I took the mock NECAP, they definitely cranke...When I took the mock NECAP, they definitely cranked up the combination effect a lot.Tom Hoffmanhttps://www.blogger.com/profile/08577165613934129833noreply@blogger.comtag:blogger.com,1999:blog-7719550.post-25434381093994846772013-04-01T19:24:56.823-04:002013-04-01T19:24:56.823-04:00I taught a course in teaching problem solving. One...I taught a course in teaching problem solving. One lesson was on raising the level of difficulty of a problem (we have a neat problem, good for 4th graders, but we have 7th graders). Among the options: take away the diagram, use fractions instead of natural numbers, add a variable instead of a number, ask for a ratio...<br /><br />Just this fall, in the middle of some challenging algebra that my freshmen were handling strongly, I threw in a problem with an extra fraction and an extra negative, and I crashed the class - a 7 minute question took over half an hour.<br /><br />These things - no picture, fractions, ratios, variables - really ramp up the level of difficulty and the number of mistakes. And in combination the effect (multiplies???) gets very very large.<br /><br />So: <br /><br /> In James K Polk HS there are 220 boys and 385 students. Find the number of girls.<br /><br />and <br /><br /> In James K Polk HS there are 220 boys and 385 students. Find the ratio of boys to girls.<br /><br />are not even close in level of difficulty.<br /><br />Really. <br /><br />Someone probably has studied this. And if they haven't, they should.<br /><br />JonathanAnonymousnoreply@blogger.com