NJ河边屡获殊荣的辅导员

这是一次愉快的会议，今天与学生合作。他是一个特别礼貌和善良的年轻人。值得庆幸的是，他比大多数学生到达他的年龄，他更坦率。这使得一个“窗户进入他的头部和他的思想过程”更容易。我相信我们会像团队那样学习。学生更符合他的课程材料而不是我预期的;他的活页夹和笔记系统似乎是精心设计的（我特别欣赏一切是三孔穿孔和按时间顺序排列的一切）。虽然他尚未做出个性化和可辨别的说明，但他似乎对大多数数学课程陷入困境。可能的是，在注释和开发例程中建立势头一直很难，因为他的数学类中的演示模式经常发生变化：一个部分将在白板上教授，然后通过视频讲座，另一个部分都在接下来的视频讲座中，另一部分PowerPoint演示文稿。 He hasn't had the change to establish much of a note-taking rhythm or habit. So, overall his study skills are not terrible, though there is room for improvement. Moving on to the actual pre-algebra content, he attests to having the toughest time with word problems. Without exception, students who struggle with word problems are those who think of math in terms of procedures rather than concepts. Procedural understanding (steps, methods, rote memorization's, etc.) work well during elementary math, but conceptual understanding is required for algebraic thinking. His tendencies for rote procedure came out in many ways. For instance, when I asked him to explain his reasoning behind writing an equation in a certain way, he would say something akin to: "It's either a multiplication or a division problem, and if I write it as multiplication it doesn't get the right answer so it's division." On the next step, he might switch a variable to the other side of the equation to get it to "work out right," without a conceptual reasoning to justify the step. I could list more particulars, but the bottom line is that a conceptual framework for understanding and manufacturing equations hasn't yet been established. So, I took a problem and modeled to him what it looks like to explain, conceptually, why an equation makes sense the way it's written. Then I asked him to apply similar reasoning to a word problem I made up that was similar enough, but distinctly different in its details. He gravitated to the exercise and, in his explanation, showed me (for the first time of our session) a conceptual understanding of what a variable "stood for." He lit up in understanding that an equation merely shows two quantities that represent the same thing (e.g. total cost or "Lana's age") in different ways. He showed in two later problems that he understood this new way of conceptualizing word problems, starting with identifying a variable and what it stands for. It will take much more practice to make second-nature, but today was an excellent start in this direction. He is very quick on the uptake, and he showed me that he was brighter than I was initially giving him credit for (explaining in too much detail or too slowly). (His unconscious posture/eagerness gave it away.) We will work on slowing him down in order A) to understand new concepts more deeply, and B) to avoid errors (e.g. leaving off units). I will have much more to say over the coming weeks, but I believe I got a good "feel" for his current level of understanding, his study habits, and his learning style. I look forward to continue working with him! He's a great kid.

当她的答案是错误的时候，学生有很好的感觉，这是一项很好的技能，因为它减少了陷入陷阱答案的机会。她遇到了一些她知道该怎么做的问题，但犯了一些代数或小的概念错误，她无法自己解决。她用一些有用的提示回答了大多数问题。学生仍然面临着直接回答问题的挑战，但她开始寻找替代方法来回答问题，比如猜测、检查和代入答案。对于选择题来说，这是一个非常有用的技巧，但我确保我们更直接地讨论了如何解决问题，以防她需要在第二、第三或第四部分使用类似的概念。

除了分析一系列批判性阅读段落之外，学生和我还在审查更多的疏鞋数学概念。我们过去涉及多项式，圆形，虚数和棱镜对角线的方程的问题。一旦他提醒了公式和/或概念框架，他就可以解决所有问题。他对临界阅读通道和填充空白展示了一些改进。成对的段落是他的弱点，但他采用了坚实的测试技巧，希望他能够促进他的得分。在我们的会议结束时，他说他将进入饱食感觉比以前更加自信。

这名学生上次考试的成绩是95分(太棒了!)，她知道自己的小错误是什么。我们复习了她的SAT课本中关于散点图的数学题。她考得很好，直觉也很好，但在数学考试时，她最好放慢速度，确保自己有条理。

学生和我继续使用心脏，静脉和动脉。他说他正在努力破译心脏外面的动脉和静脉。随着更多的帮助和练习，他感到更加自信。我们在模型上越过静脉和动脉，我在追踪途径时震动他。总的来说，会议变得伟大。

今天，我帮助这个学生学习二项式、三项式和更难的多项式的因式分解的基础知识。他沉着、有礼貌、专心，而且非常敏感。他非常积极，愿意学习，每当他觉得有必要的时候，他总是问问题。我用了最简单的方法来帮助大家学习多项式的因式分解。我教他把一个数或任何项分解成最小的，从质因数开始。这将帮助他在使用“GCD分解因子”的方法时，我教他的符号约定来帮助他做三项式分解。