tag:blogger.com,1999:blog-4204084687236297188.post2551125231237556943..comments2016-02-09T10:20:48.544-08:00Comments on PBL Birdside View: Conceptual Understanding and Procedural FluencyTelannia Norfarhttp://www.blogger.com/profile/13620519812425037870noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4204084687236297188.post-7356329794995590052013-09-18T22:10:00.729-07:002013-09-18T22:10:00.729-07:00One thing I think, in general, is that students do...One thing I think, in general, is that students don't really get that solving equations is all about <b>equivalence</b>. Some of them might even have that lovely misconception that = means "the answer" so if you ask them to solve 3 + 6 = __ + 8 they will write 9 instead of 1.<br /><br />But I'm not sure that students realize that they are writing lots of equivalent expressions Max Rayhttp://mathforum.org/blogs/maxnoreply@blogger.comtag:blogger.com,1999:blog-4204084687236297188.post-58705440367276150232013-09-18T07:55:52.393-07:002013-09-18T07:55:52.393-07:00I always incorporate graphing along with the algeb...I always incorporate graphing along with the algebraic solutions as well. When introducing systems, I make sure solutions are integer values. In terms of distinguishing between "substitution" and "elimination" methods, I connect those as well. The two procedures are essentially doing the same thing (relating two scenarios with only one variable); all that differs in the &earlsamuelsonhttp://www.blogger.com/profile/04973821765043268172noreply@blogger.com