Concerning the thread about "I failed this test because you wouldn't let me
use my graphing calculator that would do fractions."
We are back to "where do we draw the line?" If our goal is to allow any
method of finding the correct solution to tnay problem, then we should allow
calculators of all kinds at all levels. If our philosophy is knowing where
to find the answer is as good as knowing the answer, then we should allow
use of any calculator at any level. If that is our goal, we should no
longer teach students how to count, the calculator can do that too. We
don't need to teach students the alphabet; they could just carry a copy in
their pocket. They don't need to know how to spell, dictionaries work for
that. Knowing the Pythagorean Theroem would be useless; somebody somewhere
knows that. Just go find him and ask. No reason to learn any trig
functions, you can look them up in a book. Don't know how to read? No
problem. Just find somebody who does and get them to read it to you.
Obviously, I'm going overboard. But my question is, what do we need to
teach students? Is there any "general knowledge" that they should know? Is
there any concept they should understand? Do they really need to understand
how to solve an equation? So they really need to know how to add fractions?
interegs? whole numbers?
Just a thought. BTW, I do use graphing calculators in Algebra, Trig and
Calculus.
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
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