9.18-Reflection - Babylonian word problems

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When students ask me, “Teacher, why do I need to learn this? Am I going to use functions or calculus when I buy groceries?” or similar questions, I am initially at a loss for words, and then I fall into deep thought.

As the text says: “Are word problems used primarily to train students in the use of methods without necessarily providing an understanding of those methods? Are problems chosen simply to illustrate the "methods at hand"?

This actually resonates very truthfully with my experience in previous jobs. In my past work, I often felt torn and conflicted. On the one hand, direct teaching methods allow for efficiently achieving teaching goals within a limited time. On the other hand, explaining the logic behind these methods helps cultivate students' deeper thinking and genuine understanding of the essence of mathematics.

Teaching methods are efficient, but in the long run, students may lose interest in mathematics or fail to apply what they have learned in broader contexts. Explaining the background and understanding the underlying logic conveys mathematical thinking and reasoning, but this takes up too much time under tight teaching schedules.

However, I still believe that while mathematics is utilitarian, it is not just a tool. The thinking it brings is even more valuable, influencing how we perceive and interpret the world. These subtle influences are the most valuable part of teaching, even though they are not always immediately apparent.

Comments

  1. Susan GerofskyNovember 3, 2024 at 10:27 PM

    I would go even further to say that, rather than having us as teacher explaining the logic, it might be even better to have the students themselves explore the logic through well-designed exploratory activities!

    ReplyDelete

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