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Topic: Re: Math Forum Internet News - another testimonial
Replies: 1   Last Post: Mar 30, 2014 7:35 AM

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Richard Strausz

Posts: 2,891
Registered: 12/4/04
Re: Math Forum Internet News - another testimonial
Posted: Mar 29, 2014 11:33 PM
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> 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.

Richard



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