> In other words, I hypothesized that, in fact, we know everything there is to know about teaching mathematics, and that the real debate on education is about something else.... > I challenged this forum to prove me wrong by either > > (a) pointing to any ongoing discussion on interesting open questions of pedagogy, or > > (b) starting such a discussion, here. > > So far, not one person has risen to the challenge. >
To meet this challenge:
How about this one, in the form of a question: Should we teach the adding or subtracting of fractions based on the least common denominator as an algorithm that can be stated as a single equation, as we already do with respect to the teaching of the multiplying or dividing of fractions?