On Mar 27, 2013, at 9:00 AM, GS Chandy <email@example.com> wrote:
> (See also the recent thread on the "exponential function". With that kind of thought in mind, I AM led to wonder what might have been the underlying reasons for Haim's and Robert Hansen's many posts deriding a process that could help us understand the significance of the 'exponential function).
I can't speak for Haim, but my son is doing quite well in mathematics, and exponents, though the concept of "function" is still in its infancy. I also share my methods and philosophies with other colleagues and friends (as well as here and elsewhere) and bolster their efforts. There is no "system" to teaching or learning. In one of my first posts here I stated that education requires three ingredients in the following order...
1. An able student. 2. An able curriculum. 3. An able teacher.
We cannot control #1 but we can control #2 and we can at least try to choose able candidates for #3. But I left out the most important ingredient. I guess I took it for granted. It is so important it doesn't even get a number.
An able parent.
I can attribute a good portion of my success with my son (maybe even 50%) to good old fashioned behavioralism.
PS: Haim's son is attending MIT. I think that speaks enough for Haim.