Timeline for Breaking students from the habit of relying on examples
Current License: CC BY-SA 3.0
6 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Apr 30, 2016 at 13:33 | comment | added | JTP - Apologise to Monica | @DavidButlerUofA - thanks for the clarification. I'll look at how I can re-word to pose as a question. | |
| Apr 29, 2016 at 0:17 | comment | added | DavidButlerUofA | @JoeTaxpayer It is definitely related, but I think it has a much more specific mechanism that deserves discussion in its own right, that's all. | |
| Apr 28, 2016 at 23:49 | comment | added | anomaly | A related question would be why, after a discussion of similar triangles, they can't immediately solve the man-and-flagpole-style problem. | |
| Apr 28, 2016 at 23:38 | comment | added | JTP - Apologise to Monica | Thx David. I understand. I thought this was a subset of the 'example' issue, where the example is followed so closely, the very letters confuse students when moving to the next problem. | |
| Apr 28, 2016 at 17:22 | comment | added | DavidButlerUofA | I think the particular issue of relying on the letters used deserves its own question! | |
| Apr 27, 2016 at 19:29 | history | answered | JTP - Apologise to Monica | CC BY-SA 3.0 |