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Re: Are humans...(a better way to teach stats?) (fd) (fwd)
Posted:
Nov 20, 1995 9:00 PM


At 6:15 PM 11/20/95, Lutemann@aol.com wrote: >In a message dated 951120 14:03:29 EST, toom@thecollege.iwctx.edu (Andrei >TOOM) writes: > >>The trouble with this is frankly that lots of these realworld >>(or "realworld"  I don't think it makes much difference!) problems, >>are, frankly, BORING. As Pat Ballew says, no student is actually >>interested in problems about defective lightbulbs, even though one or two >of >>the people who make lightbulbs might be very interested in the answers. >> >> > >This is true. Students can be turned on by interesting problems, but >virtually none care if the problem has real world applications. To a 16 year >old, the real world is getting a date, not defective light bulbs. > >Kent
So what would you conclude from this observation, Kent? Ignore student interests, or take advantage of it to construct problems that take their interests into account without sacrificing mathematical depth and meaning?
 Michael Paul Goldenberg University of Michigan 310 E. Cross St. School of Education 4002 Ypsilanti, MI 48198 Ann Arbor, MI 481091259 (313) 4829585 (313) 7472244  "Truth is a mobile army of metaphors." Friedrich Nietzsche 



