id: 06597596
dt: j
an: 2016d.00704
au: Grosser-Clarkson, Dana L.
ti: The root of the problem.
so: Math. Teach. (Reston) 109, No. 2, 98-102 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: H30 I20 H20 D70
ut: square root; absolute value function; student errors; algebraic
expressions; equations
ci:
li: http://www.nctm.org/Publications/Mathematics-Teacher/2015/Vol109/Issue2/The-Root-of-the-Problem/
ab: Summary: The Common Core State Standards for Mathematics expect students to
build on their knowledge of the number system, expressions and
equations, and functions throughout school mathematics. For example,
students learn that they can add something to both sides of an equation
and that doing so will not affect the equivalency; however, squaring
both sides can lead to extraneous solutions. For students to make sense
of the situations presented in this article, teachers must provide
students with a solid foundational understanding of radicals and
noninvertible processes. Teachers can help students by being more
rigorous in their own algebraic manipulations and explanations and by
requiring students to be more precise in theirs. Although plus-minus
signs may seem minor at first, they can lead to misunderstandings as
students progress in the algebra curriculum. Teachers need to know when
to expect these misunderstanding, why they occur, and how they might
help students make sense of these situations. (ERIC)
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