Algebra Solved

Aug 21, 2019 20:57:00 #

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Aug 21, 2019 20:59:03 #

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Aug 21, 2019 21:04:59 #

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Aug 22, 2019 06:42:19 #

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Aug 22, 2019 07:21:22 #

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Aug 22, 2019 07:22:52 #

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Aug 22, 2019 07:23:48 #

In seventh grade I had an algebra teacher who always said that if you didn't do well in math you could grow up to be a G man. Then he would say, "I don't mean a Government Man, I mean a garbage man." Interesting little side note. I failed algebra and later in my life I worked 7 1/2 years as a garbage man. I didn't mind it so much. I was outside in the almost fresh air, got plenty of exercise and I think I made more money than the algebra teacher. During those years I was reading and studying and practicing photography. I went into the studio photography business, and guess what. All those years, I got well acquainted with the folks on my routes and when they found out I was going into the photography business, I had instant clientele. They didn't know if I knew which end of a camera to hold up to my face, but they had come to know and trust me and we were covered up with work from the every first year we were in business.

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Aug 22, 2019 07:36:17 #

Bob Mevis
(a regular here)

nikon_jon wrote: In seventh grade I had an algebra teacher who alwa... (

Interesting story. I too flunked Algebra and went on to spend 30 years as a Welder and 10 years as a draftsman. During those 40 years, I was forced to learn the rudiments of Algebra. Go figure, eh.

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Aug 22, 2019 08:14:24 #

Well, I AM a math teacher, as well as a physics teacher. The math course? It's called Math for Teachers. In our state, every future teacher is required to take and pass a test that is rather unrealistic. For example, a future 3rd. grade teacher must show master of trig functions, equations with fractional exponents, and imaginary numbers, among others. Why? I have no clue. My job was to write a course to help college students to learn all these and much more. After six months of writing, I've created this course that has been offered for two semesters, and a new third semester begins next week.

On the first day of class, I will ask: "How many of you hate math?" The answer, so far, has been EVERYONE. Why, I ask? Answer is obvious. When they studied math in high school, algebra being an example, they did not understand what was going on. So the only recourse for them was to memorize everything to earn a decent grade, with the result being not only a decent grade, but a hatred for the subject. I fully understand all this. Soooo, I promise them I will offer all the above mentioned topics, plus 21 more, IF they will guarantee they will ask questions for clarity. To assure this, they have homework to do after every class, and a quiz on that homework the next class meeting. Of course, we discuss that homework, I invite questions so they become masters of the material.

By the third week (so far, knocking on my wood desk) I will hear comments like: "I'm now enjoying math", and "I look forward to coming to class". So algebra, geometry, trig, simultaneous equations, can all make sense as long as they have a teacher dedicated to achieving clarity and mastery.

By the way, so far, every student (future teacher) who has taken that state math test have passed the test.

And should you say that I "teach the test", my response is NO. I teach the broader topics the test covers.

It is unfortunate that so many people, to include my fellow UHH members, were in classes where *mastery and *fun didn't happen. (Yes, math can be fun too.)

On the first day of class, I will ask: "How many of you hate math?" The answer, so far, has been EVERYONE. Why, I ask? Answer is obvious. When they studied math in high school, algebra being an example, they did not understand what was going on. So the only recourse for them was to memorize everything to earn a decent grade, with the result being not only a decent grade, but a hatred for the subject. I fully understand all this. Soooo, I promise them I will offer all the above mentioned topics, plus 21 more, IF they will guarantee they will ask questions for clarity. To assure this, they have homework to do after every class, and a quiz on that homework the next class meeting. Of course, we discuss that homework, I invite questions so they become masters of the material.

By the third week (so far, knocking on my wood desk) I will hear comments like: "I'm now enjoying math", and "I look forward to coming to class". So algebra, geometry, trig, simultaneous equations, can all make sense as long as they have a teacher dedicated to achieving clarity and mastery.

By the way, so far, every student (future teacher) who has taken that state math test have passed the test.

And should you say that I "teach the test", my response is NO. I teach the broader topics the test covers.

It is unfortunate that so many people, to include my fellow UHH members, were in classes where *mastery and *fun didn't happen. (Yes, math can be fun too.)

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Aug 22, 2019 08:28:17 #

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Aug 22, 2019 09:30:21 #

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Aug 22, 2019 09:33:09 #

I hope you are chuckling about what is on that green chalk board, and not my post. But should you be chucking about my post, please feel free to tell me why.

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Aug 22, 2019 09:33:29 #

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Aug 22, 2019 09:48:31 #

DirtFarmer
(a regular here)

Having studied math and physics, I found early on that it was easier to understand the basics than memorize all the details. Once you have the basics you can derive the details.

I was never very good at memorization, but there were fewer basics to memorize than there were details.

I was never very good at memorization, but there were fewer basics to memorize than there were details.

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Aug 22, 2019 10:07:39 #

Bob Mevis
(a regular here)

elliott937 wrote: Well, I AM a math teacher, as well as a physics te... (

I wish I had you as an algebra teacher in HS.

Mine was the Basketball coach. I went up to his desk one day to ask a question and he said he was busy with his players and didn't have time for me. I went back to my desk and closed my textbook. I never opened it again. He gave me hell when I flunked and I told him to pi$$ off, a$$hole.

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