<p>Hello all. A brief introduction. I have 2 DS's. 1st one just launched to college and is doing well (no LD issues). 2nd DS has significant LD issues. As most of you well know, they tend to be concrete thinkers and he definitely fits this mold. He is a HS freshman. I've been lurking on this thread since he will probably be looking for a college that can help him with his LD needs.</p>
<p>Anyway, on to the question:</p>
<p>DS just took his first Algebra 1 test. He did very well and got an 84.5 out of 100%. I'm not looking to get his grade changed, but want to know if I should talk to the teacher about several problems on the test. The wording of the question was such that he answered the question written, but only received partial credit (the math was all correct) because he should have written something not requested in the question. </p>
<p>Here's the test question:
"Check whether the given number is a solution of the equation or the inequality"
He solved one of the problems and his solution was 13=11 so he wrote "inequality". The teacher counted off one point (out of 3 for the problem) because he should have written "not a solution" (his math was all correct). </p>
<p>Now there were four problems under this section and 3 of the 4 were equality problems ex: (3x+5=17 when x=4) and one was an inequality ex: (2m-3<4 when m=3). I understand that she wanted to know whether the plug in number (x=4) made the problem correct (solution) or incorrect (not a solution). </p>
<p>But if you read the question as asked, I can easily see where my son would answer the above question as an inequality since 13 does not equal 11. It doesn't ask them to state that it isn't a solution. </p>
<p>So, do I bother to mention it to the teacher? I truly don't want the grade changed, but I showed the test to a friend of mine and she said she would have answered the question the same way my son did. My goal in talking to the teacher would be twofold: One, to help them write better questions, and two, to make them more aware that LD kids are concrete thinkers and will tend to follow directions given. Since this is math and not poetry, I don't think that concrete thinking should be a disadvantage.</p>
<p>Here is my suggestion…with a HS freshman, I would definitely talk to the teacher. However, I would involve my son in the process so he can start to be the one that realizes what the obstacles are, and how to approach a teacher with these concerns. Do this by either reviewing the tests with him and getting his perspective on it. Then maybe role playing how he should approach the teacher about it. You can also set up a face to face with the teacher and include your son so that he can see how you speak to the teacher and understand that they will talk to you and you can present a case to them.<br>
The worst thing that will happen is the teacher will explain that she expects XYZ as answers, and it was taught that way in class. You son may be better prepared to answer the way the teacher requires for the next test then. </p>
<p>It took a long time for my son to start to feel comfortable approaching teachers and taking responsibility for his grades, and the above worked well for us.</p>
<p>I would not speak with the teacher. I too am a concrete thinker and can tend to follows directions too precisely. However the problem in question is very clear. In fact, that exact question is going to pop up for years. Take this as a skill building opportunity. He will NEED these skills as he progresses in his classes. Better to have the learning curve now than when he is in college taking the exam away from the professor at the campus disability center or taking an inflexible standardized exam.
I think your son should focus more on making his notes during lessons crystal clear. He also needs to ask more clarification questions during class and during exams.</p>
<ol>
<li><p>The first skill is picking out key terms. Key terms are words that are telling you to do something.
The key word in this example is ‘Check’: test and come to a conclusion. There is only one key term. Luckily math uses specific key terms and phrases on purpose. ‘Check’ will be around for years to come!</p></li>
<li><p>Understand what the key term wants you to do.
“Check.” Check what? He could label the inequalities and equations by looking at the sign (=, >, <, ect). Plugging in the number doesn’t confirm, deny, or change anything about those labels.
It sounds to me like he didn’t understand the math concepts behind the problem. He should know from his lesson that two numbers not equaling each other does not make them an inequality. “Check if ___ number is a solution” is a specific math phrase telling you to identify whether the number makes the statement true or false. If it is true it is a solution. If false it is not.</p></li>
<li><p>Learn from misinterpretations where you went wrong so you can take better notes and ask better questions.
Next time in his notes he needs to write what each definition means in layman terms. Until he has a solid grasp of the subject (and how to interpret these types of questions) he needs to ask if his interpretation is correct. If I were him I would write this:
‘Check to see if the number is a solution’
–> AKA does the number I plug in make the statement true or false?’ Note: If true write SOLUTION. If false write NO SOLUTION.</p></li>
</ol>
<p>And sorry if I came off too strong as I certainly didn’t mean to! Best of luck to you and your son.</p>
<p>One my kids’ math teachers had this fantastic practice–after every test the students had to analyze the results and categorize all wrong answers as to type of error–misread the question, calculation error, didn’t know the concept, etc. Very quickly they learned on an individual basis what they needed to work on! You could do this one on one just as easily.</p>