In a message dated 95-11-20 21:31:21 EST, email@example.com (michael goldenberg) writes:
>>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? > >
Mike, you should read what I wrote. I think that you should give students problems that are at an advantageous level of difficulty. The real world aspect is irrelevant.