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  • Katrien Vance

    Member
    June 25, 2019 at 7:30 pm

    I have a question about the “growing blocks” problem Kyle uses as his example.  What if your students themselves “rush to the algorithm”?  When I did this problem, the kids did not come up with the creative patterns Kyle mentions; they ALL saw it the same way — times 2 plus 1.  At that point, do you just move on, or do you push kids to come up with multiple ways to think about a problem, when the way they have thought about it is already effective?  When I do that, they look at me as if to say, why are you wasting my time asking me to do something less efficient?