At uni we would get 0 points for giving the correct answer without explaining how we got there. :wink: In mathematics, it's not the answer that is important.
Math Questions
- Thread starter mud duck
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At uni we would get 0 points for giving the correct answer without explaining how we got there. :wink: In mathematics, it's not the answer that is important.
devoncodain
New member
That is what I was always told there are infinite ways to do the problem wrong and get a correct answer. That being said there is only one correct way to do it the way the teacher wants it.
johnboyjjb
Active member
My math teacher would complain about not showing my work and then ask me to do it in my head in front of class. He'd always get mad when I could do fairly complex problems in my head.
There are often several ways to solve mathematical problems. There are several hundred ways to prove the Pythagorean theorem, for instance.
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cfwheeler58
Member
Exiles - Apologies. I didn't actually ask for the explanation.
I was simply noting that 3 people did a nice job of explaining their thought process.
Chrome - I knew you understood it. Just got lost towards the end....
BTW
I am on my way to becoming a math teacher ( at the ripe old age of 50 ).
I can assure you that a good teacher respects a variety of approaches
which can yield the same answer.
The issue a teacher faces when a student has an alternate path is the potential
to a) slow down the momentum / process and b) distract / confuse those in the
class who need clarity and the simplest, most direct path.
Unfortunately, the pressure to get through the material can kill the spontaneous
and alternative paths to learning. That's not just a math issue. Sad, but true.
I was simply noting that 3 people did a nice job of explaining their thought process.
Chrome - I knew you understood it. Just got lost towards the end....
BTW
I am on my way to becoming a math teacher ( at the ripe old age of 50 ).
I can assure you that a good teacher respects a variety of approaches
which can yield the same answer.
The issue a teacher faces when a student has an alternate path is the potential
to a) slow down the momentum / process and b) distract / confuse those in the
class who need clarity and the simplest, most direct path.
Unfortunately, the pressure to get through the material can kill the spontaneous
and alternative paths to learning. That's not just a math issue. Sad, but true.
freakinacage
Well-known member
bloody maths, thats why i am with the inquisition on this one - "the end justifies the means!!"
having said that i am scientist so i like to see logical processes
The exact quote is "The ends ALWAYS justify the means" which is a wee bit more terrifying 
Anyway these problems always make me a bit sad. When an arts department grad like me can get them right in a matter of seconds and 83% of all university students get them wrong, I have to wonder what the hell they're teaching the actual scientists/engineers/math students/whatever who actually take math classes.
Anyway these problems always make me a bit sad. When an arts department grad like me can get them right in a matter of seconds and 83% of all university students get them wrong, I have to wonder what the hell they're teaching the actual scientists/engineers/math students/whatever who actually take math classes.
johnboyjjb
Active member
My math class they taught how to make that shot from just outside the 3 point range or to wrap up the legs and bring down the ball carrier. All our math teachers were horrible and were not all that good as coaches for the basketball and football team either.
