When teaching students how to convert numbers from standard notation to scientific notation and back the other way, it’s a common practice to teach them the steps. However, this approach risks reducing this concept to a series of steps that students may or may not remember later. Instead of approaching converting with scientific notation as a set of procedures, I find that teaching students how to think about the process really helps it stick.
Here’s how I use 4 questions when teaching scientific notation to get students thinking about numbers and converting between standard and scientific notation.
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