Hi {{custom.firstName}},

 

Something I've been noticing lately is that when students struggle with a math problem, it's often because they think their only useful mathematical tools are ones that involve x's, y's, and equal signs. They feel stuck because they haven't yet developed those tools. 

 

For example, a student might encounter this early screen in Hanging It Up and say, "I have no idea where to start here. What is this thing? What would an equation look like? I don't have any mathematical tools!" 

In those moments, you can help students recognize they do have mathematical tools by starting with their senses.

Start with their senses.

 

"Just tell me what you're seeing," you might say to your student. "In words. Just tell me what your eyes are seeing."

 

When they tell you, "Okay I see a box with a 7. I see four y shapes," you can start writing.

 

"Which side looks heavier to you?" you can ask. "The 7? The 4y?" Whatever they suggest, you can write that symbol between the 7 and 4y.

In that moment, you'll act in one of a teacher's most essential roles. You'll be a translator, helping students translate their early thinking into a form that their future selves will understand more fully. In your role as a translator, you're likely to help your students learn math and help them understand that they have more mathematical tools at their disposal than they might think.

 

Dan & the Desmos Classroom Team

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• [6.6.2] - Five Equations - Start with the question, not the answer.