> Not to beat a dead horse, but I'd like to share a letter that I received
> (from another listserv I am on). Names have been omitted to protect the
> anonimity (and the innocent?). A student wrote:
>
> Hello,
>
> I have a questiion with regards to (a graphing calculator). When solving
> f(x) = 6-2x. When f(x) is 2/3 I get the answer of 4.6667. I know by
> looking in the back of the book that the answer is 4 2/3. How can I get the
> calculator to show me that .6667 is 2/3? I knew it had to be 4 and a
> fraction and I guess I could have solved it by hand but 2/3 = .6666666667
> according to my calculator. With all this technology there must be an
> easier way. To find the answer I did set my table to independent ask and
> the answer is 4.6667. If worked on the home screen I get 4.6666666667.
> Then I can convert it to 14/3 = 4 2/3. Is there an easier way? I hope so.
>
> End of letter.
>
> My impression based on this letter is that this student is a bright,
> industrious, inquisitive, and serious student. He wants to figure out what
> is happening. he knows something is wrong and is working diligently to try
> and find out what. I have nothing but commendations to give him.
>
> My concern is this: Is he being trained on how to use a calculator to get
> right answers (the answer he got is different from the back of the book)?
> Is he being trained to never do anything by hand that the calculator can do?
> Is he being educated to understand concepts?
>
> BTW, I assume it was just a typo and when he said "When f(x) = 2/3" that he
> meant to say "When x = 2/3".
>
> Does he understand the relationship between decimals and fractions? Does he
> understand the concept of repeating decimals? Does he think that 2/3 really
> does equal .6666666667? Does it really matter?
>
> Please don't misunderstand. I use technology in the classroom. I love it.
> I think it can enhance teaching. But every year, it seems, I get more
> students who are experts on punching buttons on a calculator, but extremely
> weak on understanding algebraic concepts.
>
> Have we decided that training is better than educating? Do students need
> to understand concepts and relationships? Am I over-reacting? I keep
> hearing the words of Jaime Escalante, "Do you want to be the guy who repairs
> the car, or designs it?"
>
> Off my soap box and out of my ivory tower,
>
> Bret
>
>
>
> Bret Taylor Lake-Sumter Community College Leesburg FL
>
> "It matters not the subject taught, nor all the books on all the shelves.
> What matters more, yes most of all, is what the teachers are themselves."
> John Wooden
>
> John 3: 3^3 + 3
>
> ****************************************************************************
> * To post to the list: email mathedcc@archives.math.utk.edu *
> * To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
> * In the mail message, enter ONLY the words: unsubscribe mathedcc *
> * Words in the Subject: line are NOT processed! *
> * Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
> ****************************************************************************
>
****************************************************************************
* To post to the list: email mathedcc@archives.math.utk.edu *
* To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
* In the mail message, enter ONLY the words: unsubscribe mathedcc *
* Words in the Subject: line are NOT processed! *
* Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
****************************************************************************