Re: [MATHEDCC] Popular Perceptions Pertaining to Pedagogical Peregrinations
Ruth Collins (LV2FLY@nni.com)
Wed, 23 Jul 1997 20:20:36 -0400
Hear Hear....
Add to that another notion of whether the student would
have the faintest idea of whether or not their answer was
close to being right or plausible.
Many folks are quick to complain about the way things
are...
Sometimes it seems that they are even quicker to tear down
attempts to improve things...
I would venture to say that the writers comments would only
be comprehended by those near to the business of
education... so those are the people this person intended
to offend.
Just a guess.
Ruth Collins
----------
> From: Geoff Hagopian <galois@cyberg8t.com>
> To: Phil Mahler <mahlerp@admin.middlesex.cc.ma.us>
> Cc: mathedcc@archives.math.utk.edu
> Subject: Re: [MATHEDCC] Popular Perceptions Pertaining to
Pedagogical Peregrinations
> Date: Wednesday, July 23, 1997 7:09 PM
>
> Phil Mahler wrote:
>
> <snip>
>
> > But the point of this posting is the following quote
from the story,
> > describing how each side computes these things.
> >
> > "Now, the math. (Remember, under new math how we get
the answer is
> > more important than whether the answer is correct.)"
>
> <snip>
>
> After ejaculating a knee jerk "Jackass!" I would
articulate a response
> something like:
>
> The reason for focusing on method is partly to ensure
that the answer
> is, in fact, right,
> partly to ensure that you could reproduce another right
answer to
> similar
> problems and partly so that you could then solve more
complicated
> problems by adapting your method.
>
> Those who can, do. Those who can and can also help
others learn to,
> teach.
> Those who can do neither become education writers for
newspapers. Those
>
> who care only about "answers" listen to Ollie North.
>
> That's a little harsh. Call the writer to meet for lunch
sometime and
> educate them.
>
> Geoff Hagopian
>
>
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