Yes, I've got to agree with Andy below ... poor choice of method to begin with for such an example, so really does seem to be quite inexperienced.
I see this questionning quite a lot with ITEs... you're right, it not only fools the students into thinking they can do it, but it fools themself into thinking the students 'get it'.
We need to encourage teachers to be brave to let the students think harder!
The choice of example to teach the "elimination method" is poor in the first place. Clearly the second equation is begging to be reduced to y=1-x and then substituted into the first equation. 3x = 7 + (1-x).
I agree with you on questioning, but the examples/maths questions themselves need more careful consideration.
God i'm so guilty of this. This is the importance of planning questions in advance. When you're making them up on the spot it feels "unfair" to ask about the brand new thing. So you default to these questions that are more about breaking up the pacing than any actual check of anything.
Yes, I've got to agree with Andy below ... poor choice of method to begin with for such an example, so really does seem to be quite inexperienced.
I see this questionning quite a lot with ITEs... you're right, it not only fools the students into thinking they can do it, but it fools themself into thinking the students 'get it'.
We need to encourage teachers to be brave to let the students think harder!
The choice of example to teach the "elimination method" is poor in the first place. Clearly the second equation is begging to be reduced to y=1-x and then substituted into the first equation. 3x = 7 + (1-x).
I agree with you on questioning, but the examples/maths questions themselves need more careful consideration.
God i'm so guilty of this. This is the importance of planning questions in advance. When you're making them up on the spot it feels "unfair" to ask about the brand new thing. So you default to these questions that are more about breaking up the pacing than any actual check of anything.