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<blockquote style="position: relative; padding-left: 55px;"><section><a href="https://sciences.social/users/alfiekohn/statuses/113589016490567581">Alfie Kohn (alfiekohn@sciences.social)'s status on Friday, 06-Dec-2024 02:15:46 JST</a><a href="https://sciences.social/@alfiekohn" title="alfiekohn@sciences.social"><img src="https://gnusocial.jp/avatar/117199-48-20230506144124.webp" width="48" height="48" alt="Alfie Kohn" style="position: absolute; left: 0; top: 0;">Alfie Kohn</a></section><article><p>What educator David Page said many years ago about math is true across the disciplines: When kids give the wrong answer, they're often just answering a different question. And our challenge is to figure out what that question is.</p><p>Related: A nice essay on the value of encouraging students to ask "I wonder what if...?" rather than "Did I do this correctly?": <a href="https://www.kqed.org/mindshift/40537/seeing-struggling-math-learners-as-sense-makers-not-mistake-makers" rel="nofollow noreferrer">https://www.kqed.org/mindshift/40537/seeing-struggling-math-learners-as-sense-makers-not-mistake-makers</a>. (Again, this essay focuses on math, but the shift in question is just as valuable in other fields.)</p></article><footer><a rel="bookmark" href="https://gnusocial.jp/conversation/4129728#notice-8070351">In conversation</a><time datetime="2024-12-06T02:15:46+09:00" title="Friday, 06-Dec-2024 02:15:46 JST">about a month ago</time> <span>from <span><a href="https://sciences.social/@alfiekohn/113589016490567581" rel="external" title="Sent from sciences.social via ActivityPub">sciences.social</a></span></span><a href="https://sciences.social/@alfiekohn/113589016490567581">permalink</a><h4>Attachments</h4><ol><li><article><header><div>Domain not in remote thumbnail source whitelist: cdn.kqed.org</div><h5><a href="https://www.kqed.org/mindshift/40537/seeing-struggling-math-learners-as-sense-makers-not-mistake-makers">Seeing Struggling Math Learners as 'Sense Makers,' Not 'Mistake Makers' | KQED</a></h5><div> from <span>Katrina Schwartz</span></div></header><div>One teacher is reframing how math is taught by focusing more on how students are thinking instead right or wrong answers.</div><footer></footer></article></li></ol></footer></blockquote>

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Alfie Kohn (alfiekohn@sciences.social)'s status on Friday, 06-Dec-2024 02:15:46 JST Alfie Kohn
What educator David Page said many years ago about math is true across the disciplines: When kids give the wrong answer, they're often just answering a different question. And our challenge is to figure out what that question is.
Related: A nice essay on the value of encouraging students to ask "I wonder what if...?" rather than "Did I do this correctly?": https://www.kqed.org/mindshift/40537/seeing-struggling-math-learners-as-sense-makers-not-mistake-makers. (Again, this essay focuses on math, but the shift in question is just as valuable in other fields.)
In conversationabout a month ago from sciences.socialpermalink
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  Seeing Struggling Math Learners as 'Sense Makers,' Not 'Mistake Makers' | KQED
  from Katrina Schwartz
  One teacher is reframing how math is taught by focusing more on how students are thinking instead right or wrong answers.

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