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Re: [Phys-l] Should equation solving be done with calculators and robots or by





I'm not sure where the answer lies, but I suspect that the product
of what would come out of a curriculum where the "robot" does all the
math
won't be a skilled problem solver, but rather a person who gives up when
problems get frustrating.

But when the robot human makes algebra mistakes and gets the wrong answer
it
gets upset and gives up. There are more ways to foul up algebra than
physics, I think. (Then again, maybe two infinities are equal...)

Human robots do what they're trained to do; if we insulate them from
frustrating situations, then they'll never be able to deal with them.




I'm quite glad my 1st grade daughter isn't being
taught arithmetic on a calculator for example. I don't think it would
be a
disaster if students weren't allowed to touch calculators until high
school;
and even then only under adult supervision. :-)

Oh, it'd be a disaster, I think. I'm sure we both want *meaning* to be
conveyed to students. I'm not sure manual labor does this just by virtue
of
being 'manual.'

IMHO, part of the transfer of meaning to students, when it comes to math,
comes as a result of reflecting at a later time on skills that are
(initially) taught by rote. A _big_ problem that my students have are
that they, having been around calculators all their lives, don't have a
lick of intuition about numbers. This includes: not noticing when they
write something like "3/8 = 2.67," not being able to multiply or divide by
ten without a calculator, not noticing when they write equations that
don't have the right dependencies, etc. I really think that a good deal
of this is because they haven't (been made to) put in the time to do these
things over and over and over. There's a reason that they can text
without looking at their phones - they have practiced it!

jg



________________________
Joel Rauber
Department of Physics -
SDSU

Joel.Rauber@sdstate.edu
605-688-4293






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