Monthly Archives: October 2014

Teaching Polynomial Long Division

I confess: I think polynomial long division is kind of a waste of time. It’s a tedious process that doesn’t really involve much mathematical understanding. And when you use synthetic division, there’s even less understanding involved. So I say just skip it.

Unfortunately for me, my school’s current FST (2nd half of Alg 2) curriculum includes polynomial long division. The reason is so that we can factor and solve equations like y = 9x^3 – 31x -10 …but I’m not entirely convinced that that’s very useful either. Math class needs to move behind problems that wolfram alpha can solve for us in 3 seconds.

Anyway.

So back to teaching polynomial long division. It actually went well. I really emphasized CCSS Standard for Mathematical Practice #3: Make sense of problems and persevere in solving them. I told my FST kids that there are problems in math (and in life) that are long and challenging and that require stamina and perseverance. For example, these long division problems will test your mathematical stamina, but stick with it and don’t give up.

So many of them took that as a challenge. They wanted to prove that they could stick with the problem all the way through. It was lovely. So maybe there is something to be said about polynomial long division after all.

It was also great when I told them to use zero placeholders for “missing” terms (like 0x^2 in my example above) because right after I said that I forgot to use a placeholder in my example, so then it became completely clear why placeholders are useful when terms weren’t lining up. Yay for making mistakes.

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Filed under FST / Algebra 2

Making Corrections is Valuable

I love, love, love having the kids make corrections on quizlets (formative assessments) and tests (summative assessments). It requires them to actually look at my feedback and to maybe even learn from their mistakes.

For corrections on the last test in FST, I also had the kids write down one thing they’re proud of or one thing they thought they really learned. I got some great responses back, and I hope it helped remind them of what they did well rather than just focusing on mistakes, so I’m glad I had them do that.

Sample responses:

“I did really well on my factoring. I was worried about it and it went better than I thought. Happy about it.”

“I did well on the quadratic formula.”

“I liked Part 1 because I didn’t get any points off, and I did good with my negatives.”

“Last year I feel like I didn’t get a single quadratic problem correct. I feel like I understand them a lot better this year.”

“Factoring went well and I really have cemented the material in my brain.”

“I learned how to graph equations and find the x-intercepts.”

“I think I really mastered the factoring aspect of this unit.”

“I showed my work.”

“I slowed down this test!”

“Overall, I did OK.”

“I did well at taking my time and going through my work.”

“Test was easy but J. did better than me, so I’m salty. I’m over it. Otherwise, test went pretty well. What really helped was coming in and reviewing with you. Thanks, Ms. Cummins.”

Sometimes these kids drive me crazy, but sometimes they can be thoughtful and serious and make me proud.

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Filed under formative assessment, FST / Algebra 2, grading