[Phys-L] Re: student mathematical capability

[Robert Cohen <Robert.Cohen@PO-BOX.ESU.EDU>]

I think the point is that many students do not even consider that math
should "make sense".  To them, math is a bunch of rules to follow.  For
example, many years I had the opportunity to observe an 8th-grade
algebra class.  Many students had so much trouble memorizing all of the
rules, they could no longer subtract two numbers (like "4-2"; they would
say it equaled 6).  Now I am teaching juniors majoring in life science
areas and I'd say a significant number will solve (x=at) for t by
multiplying the left side by a or subtracting a from the left side
"because that is just the way it is done".  Asking them why that should
work produces a look as though you were from another planet - it just
never occurred to them that the "rules" are supposed to make sense.

____________________________________________________
Robert Cohen; 570-422-3428; www.esu.edu/~bbq
East Stroudsburg University; E. Stroudsburg, PA 18301

> -----Original Message-----
> From: Forum for Physics Educators
> [mailto:PHYS-L@list1.ucc.nau.edu] On Behalf Of rlamont
> Sent: Wednesday, September 14, 2005 5:11 PM
>
> OK - I'll bite.
>
> WHY is 2 + 2 = 4?
>
> I always thought it just IS! If I place two apples next to
> two other apples, I have 4 apples. Where is the WHY?
>
> I learned math by memorizing times tables. Seemed to work OK.
>
> Bob at PC
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