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Title of the Experience

Actions with roots (collection)

Name of the teacher

Marieta Andreeva

Country where it took place

Bulgaria

School typology

High Secondary School

Thematic Area

Maths

Experience typology

Teaching in class

Type of contact

Direct

Description of the Experience

While performing acts with roots students often get confused on what to do with the numbers under the root. For example when 3 and 5, placed under square root, should be collected, quite often students decide to collect the numbers under the root and then to perform radical of the sum (8). In order to explain that it could not be done such collecting of numbers nevertheless that they both are under square root I give them the example with collecting mechanically a pear and an apple in one fruit. They answer this is impossible because they are different. I reply that it is the same with the numbers under the square root – they are different. That’s how they remember that they can’t mechanically act with roots.

Comments on this Teachers Experience

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Date: 2014.09.29

Posted by Joan David Ferrandis Vila (Spain)

We believe this experience is relevant to explain this problem. Although the example of pears and apples seem simple, actually meets the desired goal that is not to confuse the operands and operations to be performed in the roots.
Students find it easier to understand the method using examples because mathematical logic at times find it very complicated. Particularly, I had not used this simile in my classes, but I think it is a good example and probably i will use it if there is occasion.

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