Starting to think about school again and this question has been clanging around in my brain. On my last test for my AP Calculus BC kiddos I included the following question:
My BC gang absolutely nailed this question. Almost every single one cited concavity for part b noting that a function with positive slope AND positive concavity will increase at an increasing rate while the tangent line increases at a constant rate. So, moving to the right of the point of tangency means that the function has pulled away from the tangent line. They almost uniformly used the language I just used with slight tweaks and maybe a little less detail since they were operating under time constraints. I was proud of them for such detailed answers to an important principle of graph analysis. However, after the happiness faded there was a nagging concern that arose. I worry that they are SO good at citing this language that perhaps they are simply responding to a familiar prompt. I am not here claiming that these talented students do not understand this principle. I am here claiming that I am concerned that I have ‘trained’ them too well in responding to certain prompts, that I have enabled them to simply repeat a claim that I have made convincingly in their presence. I want to do some deep thinking about how I can circle back to this idea and ask this question in a form that is similar enough that it is clear what I am asking, but different enough that my students will have to say something different to betray their understanding. I would love any advice on how to continue to poke at/probe how deeply my students understand this concept. Any clever ideas out there? Drop a line into the comments section or tweet me over @mrdardy
2 thoughts on “Trying to Understand what my Students Understand”
Hi! Do you use Twitter? I’d like to follow you if that would be
ok. I’m absolutely enjoying your blog and look forward to new updates.
I am on twitter as @mrdardy