| Discussion: | All Topics |
| Topic: | Order of Operations (BOMDAS) |
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| Subject: | RE: No BOMDAS |
| Author: | Mathman |
| Date: | May 11 2006 |
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> I try to teach without using Bodmas at all
> and just stress the importance of using brackets to aviod ambiguity.
> And only introduce the proper rules and conditions as and when they
> become an issue.
Just a small point of clarification [then I'll drop it.]:
By "Rules and conditions" I meant for example that brackets signify containment,
not just avoidance of ambiguity although that is as important, that "What you do
to this, you do to all of this. What you do to all of this, you do to each
part." ..useful in polynomial multiplication/division for example. Again, as
with the judicious use of software, what matters after all are the concepts and
ideas. If certain tools assist not in the short run, but in the long run, then
they are useful. Those that might assist in the short run can sometimes moreso
get in the way of real understanding of concepts, becoming totally reliant.
This is the difference between a good tool and an iffy one. The craftsman can
choose the more suitable for the moment. The young learner has little choice
except what is given,so the choice must be a wise one.
David.
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