Jerry: Is the way students want to learn necessarily the way that is best for them? I have taught many students who say they would prefer to be told the exact steps needed to solve each kind of problem. But this does not build their ability to do mathematics (i.e., flexibly deal with a wide range of problems, attack novel situations, be creative, etc.), so I choose not to give them what they want. Some end up appreciating what they have gained from having to struggle their way through, some never do. But, for that matter, if given a choice more than a few might choose not to go to school at all... g.
At 22:00 -0400 5/11/97, Gerald Von Korff wrote: >This discussion regarding Saxon is not by any means academic. My local >public school system uses the Saxon series from grades 8 through 12. >Whatever Saxon may be; it is not mathematics. > >As to the suggestion of a comparative test between various texts, I have >a different suggestion. Why not lay out the Saxon series in front of >capable math students along with Chicago, and some other series and ask >them how they would like to learn. Then let them learn with the >series they enjoy the most. > >Then do the same with students of middle capability and then with the >kids who are really struggling. Now everybody's happy. > >-- >Jerry Von Korff >By Day, an attorney: RnLaw@Cloudnet.com >By Night, Mozart, Mathematics, Family >Peace and Visual Dbase!: Vonkoent@Cloudnet.com