David Wees - Mistake Makers or Sense Makers

David Weiss shares his journey from viewing students as mistake makers to sense makers. He reflects on his initial focus on student behavior and the shift towards understanding student thinking. David discusses the importance of anticipating student thought patterns and reevaluating his beliefs about teaching mathematics. He emphasizes the value of student ideas and the need to support them in a way that fosters a deeper understanding of mathematics.

What was David Weiss's initial focus when he started teaching?

• Designing creative lessons

• Monitoring student behavior

• Encouraging student participation

• Monitoring student learning

What realization did Weiss have about student mistakes?

• They provide insight into student thinking

• They are always due to lack of attention

• They are random and unimportant

• They should be ignored

How did Weiss attempt to understand student thinking?

• By ignoring student feedback

• By focusing on correct answers only

• By designing activities to gain insights

• By giving more tests

What did Weiss discover about human cognition?

• It is the same for all students

• It is complex and varied

• It is irrelevant to teaching

• It is simple and predictable

What question did Weiss start asking about mathematics?

• Is it irrelevant to student thinking?

• Is it a set of disconnected ideas?

• Is it only about memorizing rules?

• Is it a process to make sense of the world?

How does Weiss suggest we treat student ideas?

• As mistakes to be corrected

• As unimportant details

• As irrelevant to learning

• As sacred and valuable

What is the ultimate goal for students after 13 years of mathematics, according to Weiss?

• To achieve high test scores

• To memorize all mathematical rules

• To avoid making mistakes

• To understand and be part of a mathematical community