Jodi, et. al.:
what a fun topic! i teach ju-co level courses in arithmetic, pre-algebra,
elementary algebra, liberal arts math -- the usual adjunct gamut, just a
notch below the really challenging courses (teaching calculus is one of my
current grails). my humble spew on the subject:
in the first week of class, i informally survey those students in my classes
who do not own calculators, asking them how many have indoor plumbing,
ee-lektricity, automobiles, and the like. "welcome to the 20th century," i
tell them. calculators were invented for a reason: they fill a common-man
purpose, allowing folks to see beyond the calculations to the Real Math going
on: "what is the pattern?," "does this answer make sense?" and the
ever-popular, "so what?" everyone should have one.
then, after i press every one to obtain a calculator, i withhold it from them
on the first few exams -- those exams where we are studying/practicing the
workings of the real number system. this is certainly not news to most
instructors; i stand on the shoulders of -- well, professors of slight
stature; but THEY stand on the shoulders of giants... it's an old trick to
show somebody a wonder and then promise it to them if they'll just jump
through a few hoops to get there.
but when we do the real math (here's a simple system of constraining
equations; find the region of acceptable solutions and maximize the
corresponding objective function), i let them use calculators, notes, books,
even talk amongst themselves -- mostly because my stats professors were
always discussing data distributions and relevant test procedures among
themselves. i grade on the presentation of their answer, as well as he answer
itself -- can they sell me the idea that theirs is a (or the) correct
solution, with graphs, tables, formulae?
occasionally, because the populace demand it, i'll give them a sit-down,
shut-up and hang-on individual examination on the finer points of a chapter
or two. i won't stand in the way of tradition; it has its benefits, too.
and, the students who are determined to fail my courses will find a way to do
so, even in such a rich environment. something i learned in the jungles of CA
public schools: give a kid determined to learn a blank book (which would be
better than some middle school texts i have seen), and they'll find a way to
learn. give someone not ready to learn the world, and....
regards,
:phil
p.s. graduate studentdom = serfdom. serf's up!
In a message dated 97-09-23 13:13:29 EDT, jodi@PRIMENET.COM writes:
<< I think that I have almost recovered from a statement said to me
yesterday, after a student turned in a College Algebra test. He said "I
can't solve those equations with the fractions because YOU will not let me
use my graphing calculator that does fractions."
...
This student is 100% dependent on his GRAPHING calculator. If he wasn't, he
would know that a $10 calculator would "do" fractions for him also.
Any suggestions?
Jodi Cotten
Graduate Student (25 weeks left..not that I am counting :)
Northern Arizona Unversity
Jodi
Galations 5:22 >>
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