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# Category: Varied Practice

## Speed Rounds: Test Review Game

Here’s a game we play on Test Review days that engages all the students at once and gives every team a chance at points in every round (unlike Jeopardy). I count the students off into groups of 3-4 students. Each group gets an answer sheet for the game (a piece of colored paper with a letter, A, B, C, D, …) at the top. I make a “scoreboard” on the board to tally the results of the rounds (12 in this case). Here’s what that looks like: Then we begin the game. Here’s a sample game – the one we played today in class. Uploaded on authorSTREAM by wyandersen For each round, the students work with their group to come up with an answer they can all agree on. Group A writes this on their answer sheet, Group B on their answer sheet, etc. If a group does not want to submit an answer they can write “HOLD” or just hold on to their sheet for the round. When all answers are in, I put up the answer and, if necessary, work through the problem. By the end of the game, the scoreboard might look something like this: The students seem to like the game whether you play it for points or just for fun. I always choose the more difficult problems for the game because it has the...

## Hammer and Nail Problem

Believe it or not, I have been at MathFest for three days and have only managed to attend four sessions (besides the one I presented in). But I talk to a lot of people and talk to a lot of the exhibitors and because MathFest is a lot more research-oriented and focuses more on upper level math, there are actually not a ton of sessions that I am interested in – although, as is always the case, the sessions I did want to go to were all scheduled for the time I was speaking. I haven’t seen Kien Lim since graduate school – I saw him walking down the street one night in Madison and recognized him. Kien and I used to be involved in some great discussions about how students learn. He invited me to his talk on the “Hammer-and-Nail Problem in Mathematics.” His talk (10 minutes) was briefly about his interest in math education and his experiences with students in Math for Elementary Ed. What he’s seen in teaching future teachers, is the same problem that I think we’ve all seen in different courses. Here are some examples that I’ve seen in math classes: After you teach algebra students how to multiply polynomials, some can suddenly no longer add polynomials and will multiply an expression like (x + 3) + (x – 4). In Calc II, I...

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