What to do when you don't know what to do
My students do not have much experience with non-routine problems. On occasion they've completed complex tasks, but certainly not enough, or a variety, for students to build self-efficacy. I'm trying to change that by living a SMART goal I created for myself. Last Thursday, day 8, I presented a formative lesson designed by the Mathematical Assessment Project.
The problem began: Emily doesn't trust banks with her money.