# Tag Info

I like the idea here, but I agree that it misleads students, and might have the opposite of intended effect. Why not hand out a paragraph to the students, and ask them to critique it. Say that the paragraph is a fake student response to an exam question. One sentence in the paragraph could be something like Since $A \cap B$, there must be an $x$ so that $... 4 The US has different courses at different schools. Sometimes with same name but differences in content or prereqs. It would be more meaningful to sketch this tree for a given school. Or do a few schools. That should give you some feel for the general lay of the land. And I suggest to sketch it yourself, using a course catalog. You'll learn more doing a ... 2 I'll go with the common " '$=$' is a key on the calculator" misconception. Many students don't see a problem with and write down things like $$3 \cdot 4 = 12 - 5 = 7$$ when asked to calculate$3\cdot 4 - 5$. This error is caused (or at least reinforced) by the fact that "$=$" can in almost all cases be read as "calculate the left hand side and write the ... 2 Another example of this sort of issue: I have often seen students write things like$\frac84$when they mean$4\mid 8$(i.e.,$4$divides$8$.) It takes a while (for some) to see that the former has a numerical value, and the latter has a truth value. 1 If$A$and$B$are two disjoint sets, writing$A\cap B=0$. If$\ln x=2$then$x=\dfrac{2}{\ln}$. How many corners a circle have? If$\sin x<\sin\frac{\pi}{4}$than, after simplifying the sines, we get$x<\frac{\pi}{4}$. If$\frac{\pi}{6}<x<\frac{\pi}{3}$then$\cos\frac{\pi}{6}<\cos x<\cos\frac{\pi}{3}\$. What's wrong? I just added a ...