For each problem(total 3) , different students have provided different responses. Please analyze students’ responses in light of procedural and conceptual knowledge
Hiebert and Lefevre (1986) defined and differentiated between conceptual and procedural knowledge in the domain of mathematics. They defined procedural knowledge as rules, algorithms, formal language of mathematics or procedures used to solve mathematical tasks. Conceptual knowledge was thought of as connections among information, a network of mathematics facts and propositions.
In your analysis, please include the following elements

A) Did the students solve the problem correctly?

B) If students did not solve the problem correctly, what type of errors did they make? (procedural or conceptual errors as defined above). If necessary, read more on the conceptual and procedural knowledge.
C) How do you response if your students make such errors?
Problem 1: Tachi is exactly one year older than Bill. Let T stand for Tachi’s age and B stand for Bill’s age. Write equations for the relationship between Tachi’ and Bill’s age.

Student 1:

Student 2:

Student 3:

Problem 2: Raise a flag

Student 1

Student 2:
3. Solve for y: 19=3+4y
Student1:

Student 2

Students 3:

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