Quote:
Originally Posted by lastcardcharlie
Nice one.
(FWIW, what prompted my thought was teaching differentiation a lot to 17-year olds. Some lip service is paid to limits in the textbook, but that's not examined on, and I ignore it entirely. Rightly or wrongly, all they're doing is getting fluent with the chain and product rules, which forms a major part of their exam.)
The ongoing problem of why it is that people don't like or understand math. We're still trapped in a world where computational ability is emphasized to the detriment of conceptual fluency.
The best example of this is long division. A lot of adults can do it, but very few of them can actually explain it in conceptual terms. (What are you *actually* doing?)