The
student’s mathematical reasoning is not strong. Her actions such as
multiplying 23 time 32 shows a lack of a sense making orientation. Her
final answer makes no sense whatsoever. My experience suggests that
previous emphasis on procedures has inhibited her ability to reason;
she thinks about what procedure to apply rather than making sense of
the situation. Note: this is a very bright, serious, disciplined
student with high educational aspirations. Her actions to this problen
provides overwhelming evidence that a procedural approach to
mathematics instruction has serious limitations.