RE:" And doesn't this just fuel the students' false sense of accomplishment in mindful pursuits that later leads them into decades of college tuition debt they have no chance of freeing themselves from?"
Perhaps. However, one might also consider the value whereby students who are not engaged in their studies become engaged due to creative presentation of content.
On Sat, May 25, 2013 at 6:05 AM, Robert Hansen <email@example.com> wrote:
> And as usual, there is no development. It isn't just avoidance of > mathematics (and computer science) going on here, it is avoidance of > structured reasoned thought in everything they do. If this were a music > class I fully expect that they would avoid the theory of music like the > plague, just as they are doing here with mathematics (and computer > science). I will admit, with many students that is unfortunately a workable > formula, but is that what school should be doing? Acquiescing to students' > lack of desire and/or ability with the real meat of these subjects and > spending the year developing virtually nothing? And doesn't this just fuel > the students' false sense of accomplishment in mindful pursuits that later > leads them into decades of college tuition debt they have no chance of > freeing themselves from? > > Bob Hansen > > On May 24, 2013, at 11:49 PM, Wayne Bishop <firstname.lastname@example.org> wrote: > > > I'm not Kirby, of course, but I find it to be completely irrelevant to > the teaching of mathematics, the nominal title of our thread. As usual, it > is closer to mathematics avoidance than to mathematics teaching. > > > > At 10:06 AM 5/24/2013, Richard Strausz wrote: > >> Kirby, I thought you would enjoy this blog post. > >> > >> http://blog.mrmeyer.com/?p=17112 > >> > >> Richard >