Construct an example of when confusing additive and proportional thinking could result in an incorrect answer. Describe an incorrect process that a learner might follow. Describe a correct way to find the solution and a way you might help the learner to see his error

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Ben and Mike were both dieting. Ben went from 200 to 180 pounds while Mike went from 240 to 219 pounds. Who was the more successful dieter? A student might incorrectly think Mike was more successful, because he lost 21 pounds and Ben only lost 20, because he is thinking additively. The teacher might need to use some of the strategies from Chapter 17 to help develop conceptual understanding of percentages.

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Duration records and event sampling are exactly alike

Indicate whether the statement is true or false.

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Which method teaches students how to take control of their own learning?

a. explicit teaching b. reciprocal teaching c. psychotherapeutic teaching d. learning strategies instruction e. task analysis

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In Level I Curriculum Integration,

(a) the teacher has planned and arranged the science scope and sequence in the format of topic outlines (b) students learn science using a thematic approach rather than a topic outline (c) students learn science and other subjects around a common theme (d) none of the above is accurate

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How can shared problem solving be used to build meaningful collaboration in schools? Your response should include the steps identified in your textbook

What will be an ideal response?

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