Re: It's wrong, but how would you explain?


"Silverfin" <silverfin9@xxxxxxxxxxxxxx> wrote in message
news:1142814714.188399.185570@xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Back to the topic, what do you think of the suggested way forward?


Visual/spatial representations, such as using strip diagrams or 'cake
slices' are my usual way of dealing with issues such as these (and in
fact was the method I used with this pupil). However, although (or
rather, because) I'm very keen on v/s representation, I sometimes
wonder if I over-use it, when there might be equally good verbal or
symbolic alternatives.

I think most teachers' dominant technique is visual and that it is
considered the most common learning style. Of course, we need to vary our
styles.


There were verbal explanations given by other posters which are clear
to me, and I imagine would also be clear to a reasonably competent
student. For low ability students with particularly poor verbal skills,
the vocabulary used would have to be chosen carefully.

I'd assumed your question came from a low ability set (it had that
"flavour") and, in those circumstances, a symbolic or lengthy explanation
using extended vocabulary would be a "challenge". I'm all for ensuring
pupils know the correct terms but usually introduce them in a fun way- "We
like to give this a fancy name so you can impress your parents." - after
they've got the hang of what the term refers to. Eg: first get them
"getting x by itself" then tell them we say "transpose to make x the
subject".

Good luck with it- I mentioned it to a colleague today and he thought it a
good question.

Brian


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