Identify and describe the three main errors associated with solving well-structured problems
What will be an ideal response?
People seem to make three main kinds of errors when trying to solve well-structured problems:
1 . Inadvertently moving backward: They revert to a state that is further from the end goal.
2 . Making illegal moves: They make an illegal move—that is, a move that is not permitted according to the terms of the problem.
3 . Not realizing the nature of the next legal move: They become "stuck"—they do not know what to do next, given the current stage of the problem.
You might also like to view...
What can teachers do to obtain authentic assessments in addition to giving paper and pencil tests?
a. They can engage students in focused and unfocused discussions. b. They can ask questions of students to see how they are thinking. c. They can watch students at work in inquiry investigations. d. They can have students keep journals in which the students record what they did in science and what their thoughts are about what they did. e. All of the above f. None of the above
Compare the following two examples of teacher statements to students. The first is:
"Sometimes we don't make a literal statement. This is hyperbole, like when you say, ‘I never worked so hard in my life.' This probably isn't true, so you grossly overstate the point." The second is: "Grossly overexaggerated statements, such as ‘I've never worked so hard in my life,' are a form of figurative language called hyperbole." Of the following essential teaching skills, the second, by contrast with the first, best illustrates: a. an effective transition signal. b. connected discourse. c. emphasis. d. feedback.
Answer the following statement(s) true (T) or false (F)
All descriptive studies are ethnographic. True or False?
Many students who have learning disabilities and experience difficulty with mathematics tend to:
A) Do well applying money concepts despite their difficulties in other areas. B) Do well with spatial relations. C) Have good memory skills despite their difficulties understanding mathematical concepts. D) Lack the prerequisite skills required to move from one area to the next.