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Completely worked out solutions, motivation, and good pedagogy
Posted:
Dec 28, 2004 12:39 PM


Some have repeatedly questioned the providing of completely worked out solutions, claiming that it's bad pedagogy. Here's a reply.
In the thread Re: Limit n^(1/n) = ? when n approaches +infinite one of the posters wrote (referring to a completely worked out solution):
> This kind of complete solution tends to destroy any motivation > for completing the problem by yourself, as well as being of dubious > pedagogical value. >
Of dubious pedagogical value? Many disagree. Please read my ideas about student solutions manuals in the first two threads below, the second containing my reply to some arguments against them. And it destroys motivation? Again, many disagree. Please read below my ideas on how to transfer to the classroom what psychologists know about the workplace regarding creating happy, productive workers.
Are student solutions manuals an answer to the math education problem?
http://mathforum.org/epigone/k12.ed.math/thandfangcreu
Why student solutions manuals are an answer to the math education problem
http://mathforum.org/epigone/k12.ed.math/twyrfomcrex
The affective domain and the Good Boss Principle
http://mathforum.org/epigone/k12.ed.math/weldwirwhan
In the context of a strict, unyielding guided discovery method, there are many, many students who are trying as hard as they can, yet they still struggle. And then they fail because they are never given the help they need, completely worked out solutions in a sufficient number of welldesigned examples. And then they lose their motivation to continue to try to learn. Paul
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