Anonymous wrote:Anonymous wrote:Anonymous wrote:Checked with a mathematician. He laughed. Opposite is not a math word.
LOL!
Just asked by DH. He asked: Do you mean "inverse"? Never heard "opposite" at MIT.
Well, if DH never heard it at MIT, then obviously it doesn't exist!
No, wait...
http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/U02_L1_T1_text_final.html
(I bet he never heard about "regrouping" or "composition/decomposition" at MIT, either.)
The diff is that Monterey defined their term.
Using terms like regrouping is ok for teaching but they are a means to an end, not an end in itself. Testing should be about knowledge of subject matter.
The diff is that Monterey defined their term.
Using terms like regrouping is ok for teaching but they are a means to an end, not an end in itself. Testing should be about knowledge of subject matter.
Checked with a mathematician. He laughed. Opposite is not a math word. My 7th grader did not learn opposite as a math vocab word. One can infer what it probably means (opposite linearly wrt zero). This is an example of some person who doesn't understand math making up a ridiculous question. That's all. It doesn't demonstrate any mathematical knowledge whatsoever. Again, guessing what the person who wrote the test wants you to say.
Wouldn't it be better to ask an arithmetic question or useful numberline question instead? Something to demonstrate, does this child know how to add, or subtract, or move about the number line?
Anonymous wrote:Anonymous wrote:Checked with a mathematician. He laughed. Opposite is not a math word.
LOL!
Just asked by DH. He asked: Do you mean "inverse"? Never heard "opposite" at MIT.
Well, if DH never heard it at MIT, then obviously it doesn't exist!
No, wait...
http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/U02_L1_T1_text_final.html
(I bet he never heard about "regrouping" or "composition/decomposition" at MIT, either.)
Anonymous wrote:I can't paste it. It says:
Point P is plotted on the number line. (Shows point at 2.5; shows number -4 to 4 plotted). Point Q is the opposite of Point P. Determine the location of Point Q on the number line. Explain how you determined the location of Point Q on the number line.
Anonymous wrote:Checked with a mathematician. He laughed. Opposite is not a math word.
LOL!
Just asked by DH. He asked: Do you mean "inverse"? Never heard "opposite" at MIT.
Anonymous wrote:Anonymous wrote:Checked with a mathematician. He laughed. Opposite is not a math word. My 7th grader did not learn opposite as a math vocab word. One can infer what it probably means (opposite linearly wrt zero). This is an example of some person who doesn't understand math making up a ridiculous question. That's all. It doesn't demonstrate any mathematical knowledge whatsoever. Again, guessing what the person who wrote the test wants you to say.
Wouldn't it be better to ask an arithmetic question or useful numberline question instead? Something to demonstrate, does this child know how to add, or subtract, or move about the number line?
Some person who doesn't understand math, for example Sal Khan: https://www.khanacademy.org/math/algebra2/complex-numbers-a2/complex_numbers/v/complex-conjugates-example
Checked with a mathematician. He laughed. Opposite is not a math word.
Anonymous wrote:Checked with a mathematician. He laughed. Opposite is not a math word. My 7th grader did not learn opposite as a math vocab word. One can infer what it probably means (opposite linearly wrt zero). This is an example of some person who doesn't understand math making up a ridiculous question. That's all. It doesn't demonstrate any mathematical knowledge whatsoever. Again, guessing what the person who wrote the test wants you to say.
Wouldn't it be better to ask an arithmetic question or useful numberline question instead? Something to demonstrate, does this child know how to add, or subtract, or move about the number line?
Anonymous wrote:Anonymous wrote:
Here's one where they make up concepts.
There is a number line shown with 0 at the center and the number 2.5 marked. It asks, "What is the opposite of 2.5?"
This question tests a knowledge of vocabulary. Why don't they just have a problem where you need to understand this concept to do the problem? This is a reading and vocabulary test.