(July 24, 2014 at 4:43 pm)whateverist Wrote:(July 24, 2014 at 2:26 pm)Natachan Wrote: I'm an engineering student, and I'm about to finish my math class career with differential equations. I'm a returning student and my original major was classics. I've tutored and taught math through intro calculus to high school and college students. So you would think I lived math in school.
You'd be wrong. I failed my pre-calc class in high school. I was 17 and more interested in flitting than analytical geometry. And looking back I think I know why I didn't like math.
Math to me seemed rather pointless. I saw some basic addition, subtraction, arithmetic problems as being useful. Bit beyond that it seemed pointless. So why bother? While teachers kept SAYING math was useful it didn't apply to any of the other things I was learning. It wasn't until I started taking very heavy science courses that it did become integrated and useful.
That only addresses motivation. My experience from tutoring high level math is that it's often not taught right. Teachers tend to overcomplicate it and it frustrates students.
Yeah, when I went into teaching there were many times when I was asked to write an essay on who inspired me. I had to admit, it wasn't that I saw anyone teach math well. Quite the opposite. But there are times when you don't want to over-simplify the math. When kids learn basic operations it is important that they do so in a way that lays bare the essential nature of the operation. If it feels like a mindless routine it is probably a waste of time.
This is true, but most of my experience in tutoring and teaching comes from higher level math. My calc three teacher laid out a proof of an idea using three boards and six terms. To illustrate his point he did not need that. I did the same basic proof with one board and three terms. (It was something about the arc length for curves for which the vector equation is known) This really did show the problem. Most folks when they get past basic pre-algebra aren't taught right. And I think it has to do a lot with the next HUGE problem I have with education in general.
Math is a process. When you are coaching a basketball team you have 8-10 kids, a coach, and likely an assistant coach. Each kid is shown how to stand, how to hold the ball, how to dribble, etc. Each kid receives personal attention from a coach or assistant. Math classes should work the same. Putting thirty or more kids in with one teacher to show them these patterns and processes is insane.
