Читать книгу Giving Students a Say - Myron Dueck - Страница 35

After she completed this artwork and math combination, I asked her to do a few more equations, with Sloane insisting each time on drawing the character. Predictably, she began to tire of drawing the intricate little royal and soon sighed with frustration, "This is getting tiring, Dad!"

"So maybe just use P from now on instead of drawing the princess every time."

And with that, she looked up with an unmistakable air of understanding and simply commented, "I get it now. P equals 5."

Perhaps this approach could have students use any little drawing to represent a number concept, such as C to represent four tires on a car, or S to represent eight legs on a spider. Once they've drawn it a few times, students could substitute the letter for the drawing. Thanks to Sloane for inspiring the product in Figure 2.6.