The ideas that introduced in the chapters are kind of intuitive to me, but I never thought of that, and now they are clearly laid out and systematically explained in front of me.
As a math teacher, when we look at a problem, it is important to ask ourselves: “What do I know, what do I want to find and what can I introduce?” We have to understand that the students might not understand the question. Here, my believe of linguistic in math definitely plays a role and I am happy that the author brings up this point. Besides, as we have seen in our classroom, different people approach a problem differently. Therefore, I do believe the training of breaking down the problems and identifying the questions are essential skills to teach and that the time you spend at the very beginning of solving a problem is not a waste of time.
Many times, students will get stuck half way through, and it is important to help them go back to their key words which they wrote down during the initial step and re-analyze the original problem. And I like the author’s opinion on the fact that it is fine if you are stuck (especially on a math problem)! It is one of those ideas that everybody seems know but often being overlooked. The three phases, entry, attack and review, are an important procedure the students have to learn when solving a math problem.
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