December 2016

Stop thinking – A peculiarity of teaching

I teach students between the ages of 16 and 19, specialising on mathematical components of a more generalised course .

I am uncertain as to the location of the inflection point between pushing critical understanding and just mechanically working through procedures to arrive at an answer in learning maths. However, it still continues to surprises me the frequency at which the admirable pride and inquisitiveness of students hinder their mathematical progress simply because they desire to understand why techniques or methods work before they are adequately able to do so. Continue reading