# Tag Info

2

Your context is students who have not learned much from the mathematics education they have been exposed to thus far. I guess, but can not be sure, that they have already been exposed to someone showing them algorithms and asking them to repeat. Because they are performing badly now, likely the teachers have tried to take this into account by teaching these ...

9

I hope this does not come across as overly harsh: I do not think that thinking of teaching as "covering material" in a particular order is a useful framework. If your students are solving equations like $3x+4 = 19$, but are unable to evaluate $3x+4$ at $x = 5$ to check to see if they are correct (or, if they get an incorrect answer, to see for ...

1

I fully agree with the self-accepted Answer, and am adding an orthogonal point: in mathematics, $$p \Leftrightarrow q \Leftrightarrow r$$ is commonly understood as $$(p \Leftrightarrow q) \;\text{ and }\; (q \Leftrightarrow r),$$ while in formal logic, $$p \leftrightarrow q \leftrightarrow r\tag{*}$$ is commonly understood as p \leftrightarrow (q \...

1

I suggest to look at her textbook. If that does not make it clear, ask the teacher. We can't guess what the words mean in the specific context of your sis's course. It's not like there's only one right answer, one course. And we have no idea what they were pushing in that specific course.

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This isn't every possibility, but a rough sketch of approaches, rank ordered by what I think will help the (weak, given they are taking this course in college) students the most. Which I believe is the more important objective. Not fussy details of math or of what is most interest to the (more sophisticated) instructors. But helping the kids. Avoid ...

3

Here is what the CCSS have to say when division and fractions are being introduced in grade 3: http://www.corestandards.org/Math/Content/3/introduction/ Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is ...

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