I am more than a little bothered by the idea that we should only be teaching division to our very best. The original part of this strand was about how to engage students in a discussion so that they would understand algorithms. The example was about understanding division. So now we have before us a proposal that admits that it we may leave mediocre students behind but hhat is O.K.?
I really hope there is sarcasim in this reply that I have missed. I would hate to think that there are educators who believe, indeed even advocate, that we do not have a deep obligation to reach the "mediocre" students with basic mathematical ideas.
>On 25 May 1999, Sanjoy Mahajan wrote: > >> >> So I wonder, how can we guide students to struggle with just a few >> important ideas? The struggle doesn't have to last months or years; >> somewhere between hours and days seems about right. >> > Easy. Just give them problems as homework and tell them that >homework will constitute 40% of their final grade. They will struggle. >Give them hints during the next class and say that the ones that solve >them by the next class will get 3/4 of the credit and so on, more hints >-- less credit. > You may lose the mediocre students this way, but the best will >get the best results. John Benson (School) (Home) Evanston Township High School 715 South Boulevard Evanston Illinois 60204 Evanston IL 60202-2907 (847) 492-5848 Phone (847) 328-8019 Phone (847) 492-3872 Fax (847) 328-8920 Fax