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Topic: Completely worked out solutions, motivation, and good pedagogy
Replies: 4   Last Post: Jan 5, 2005 10:19 PM

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Paul A. Tanner III

Posts: 5,920
Registered: 12/6/04
Completely worked out solutions, motivation, and good pedagogy
Posted: Dec 28, 2004 12:39 PM
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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 well-designed examples. And then they lose their motivation to
continue to try to learn.

Paul


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