> On Mar 29, 2014, at 5:48 AM, Richard Strausz > <Richard.Strausz@farmington.k12.mi.us> wrote: > > > How can we help students who are very anxious > about math? > > Build their self confidence through coaching but also > be realistic and most importantly, honest. > > > Should I design my exams to have time-pressure > or not? > > If we take each ?instance? of an exam to be a student > taking an exam, then the percentage of instances > where time is the controlling factor is very very > small. So I would answer this question with ?Just > follow the current standards.? It is very rare to > find students productively working on exams near the > end of the allotted time. If anything, the allotted > time for exams is too long. But time shouldn?t be the > factor, and if it is then increase the time for the > exam, within reason. Three hours is probably the > upper realistic limit for students younger than 18. > > > What are the arguments for and against learning > multiplication table by heart? > > Empirically speaking, I have never met an adult that > was even limitedly functional at mathematics that > also was unable to perform arithmetic in their head. > The reason I think this is, as I mentioned earlier, > is that when we teach a student arithmetic they then > have something to contemplate for the rest of their > lives, but when we just teach a student something > about arithmetic, they have nothing. I think I will > be able to prove this when I show that one of the key > components of cognition is that its roots must be > visceral. People almost always confuse cognition, the > act of thinking, with the formal conclusions that are > the result of thinking. > > > How to assign homework when answers are freely > available or attainable online? > > I have run into this question and have thought about > this question on every subject forum I have attended. > First one must think about why this is an issue. The > reason this is an issue is that when a student simply > copies answers to homework, whether that be from the > internet or from their peers, they are not then > benefiting from working through the homework > themselves. If the exam is stringent, then that > student will fail the exam. So what I think must be > attended to first is that the exam be stringent so > that the student realizes the connection. Secondly, > the internet is vast with answers to practically > every possible elementary problem and circumstances. > I see no way in blanking that out. However, when used > correctly, it is an awesome resource. > > > Advantages on repeating question in student's > answer > > No opinion one way or the other. It should be > optional, like taking notes in class. If it helps a > student then they should do it, if not then they > shouldn?t be penalized if they don?t. > > > What is fairly new theorem one can teach (and > prove) to an undergraduate student? > > Maybe Dave or Lou can answer this. > > Bob Hansen
Bob, I wasn't asking these questions. They were asked and usually answered by teachers on the web site. If you ever teach, you might find it to be a helpful resource.