Re: [Phys-L] [SPAM] Re: Evaluation tests

["Anthony Lapinski" <Anthony_Lapinski@pds.org>]

Sure, of course, that works for us because we physics teachers are all
good with math. But kids don't think like this. They are weak at these
basic skills, and have relied on their calculators over the years. They
can't do basic fractions and decimals. Ask them what 2/5 is (without a
calculator) and see what they say.


Phys-L@Phys-L.org writes:
> On 2013, Dec 16, , at 15:23, Robert Cohen <Robert.Cohen@po-box.esu.edu>
> wrote:
>
> > We have found a very strong correlation between students passing this
> course with a C or better and our own survey, which is based partly on
> Jerome Epstein's "Basic Skills Diagnostic Test" (BSDT) and focuses a
> great deal on proportions and the meaning of algebraic letters (variable
> and unit abbreviations) vs. numbers.  The key is to ask as simple a
> question as possible that still reveals the weakness.  For example,
> without the help of a calculator, which is bigger: 25/27 or 15/17?
>
>
> That’s hard for me.  I had to think:  2/17 is larger than 2/27. 
> Therefore, 15/17 is further from one than 25/27.   
>
> Does everyone else just know it automatically?  Or is there another
> method?
>
> bc fails in a timed test.
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