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I think a lot of us have had that revelation, maybe within math itself. I was taught in the tradition of Old Math, or basically the "do this, move this number here, and do this," method. Sometimes realizing why you do something, like "borrowing" during subtraction, makes sense, is really surprising, because math was not about the why when I was a kid. This extends a lot further than math too; I recall being really confused by stoichiometry in chemistry, wondering why "you take this element and multiply it by this mole and multiply it by the other mole" or whatever worked, until I realized it's just conversions basically, despite it not being explained as such. If Common Core does make emphasis on averting this, then I'm for it.
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Sep 7, 2014 04:46
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Dirk the Average posted:Huh, I was taught under the old system and always understood why to do things like that. You're lucky then. I would guess most students in the past have had no idea why they do particular arrangements, but only that doing them leads to the answer.
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Sep 7, 2014 06:37
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