That student who thought equal things could have different numbers? Finding appropriate challenge in this chapter on solving equations, wherein they have to solve those equations one more time, then comb through the chapter and for a whole mess of equations, find them and then say what the variable stands for. I’m even reasonably sure the student *is* processing the meaning. I don’t know if it’s more or less effective than having to write out answers in sentences (“The car took 40 feet to stop.”). The fact that the question floors almost everybody at first is that little reminder that no, they *aren’t* automatically thinking of meaning. They’re Getting The Answer Thank YOu.
Gotta get taht FSI proposal in… and **five** other pots on my fire… let’s roll!