> > On May 3, 2014, at 1:37 PM, Richard Strausz > <Richard.Strausz@farmington.k12.mi.us> wrote: > > > Now that I have a little time this afternoon, I > thought I'd respond further. Check out response #28, > duplicated below. I judge the teacher to be a > high-powered instructor who finds value in this idea. > > > > Richard > > - ------- > > They have some more regular shaped bars available > online as well. I would want to explore the rate of > decay of the soap (more consistent with a regular > shaped bar than a duck) compared to its size. Take > regular measurements after a week of use, graph, fit > appropriate trend and extrapolate to see how long > until the money is reached. Could look at how it > varies with the shape of the bar (ie duck vs a > prism). Students would need to make several > assumptions/simplifications which would need to be > made to make the problem do-able. > > I do a similar exercise with my year 11?s where we > look at the rate of decay of a Jawbreaker/All Day > Sucker, stating hypothesis(relationships between > dimensions and rate of decay), measuring its > dimensions every 2 minutes, graphing, fitting trend > lines, using derivatives and graphs to test our > hypothesis, stating assumptions and their effects. We > also extrapolate our models to see how big an all day > sucker would need to be to in fact last ?all day?. > > > Measuring and graphing? Mathematics is not busy work, > nor is it procedure. Either you do not understand > what mathematics is or you understand what it is but > refuse to teach it. Which is it Richard? I am baffled > that you find the busy work above ?high powered?? > > I stand by my analysis. What you are portraying here > is a wholesale abandonment of the teaching of > mathematics. I am more than aware of the challenge > your students face but that doesn?t make this busy > work mathematics just because, even if you have > correctly surmised that they cannot or do not want to > learn mathematics. > > Hypothetically speaking, suppose I am a parent of one > of your students and the student, who is allegedly > taking or has taken algebra, brings this type of work > home, what would be your reply to me when I approach > you and point out the lack of mathematics in this > exercise? What if I point out that the other algebra > classes are doing actual algebra? What do you tell > these parents? Does this ever come up? Some parents > must be aware that this algebra is nothing like the > other algebra. I am curious what you say to those > parents. > > Bob Hansen
Instead of getting a hypothetical from me, why not ask your question of the teacher who posted the comment or of Meyer who posted the original scenario?