"Many of the things we say we know as facts have never been personally verified. We accept them as given, even when we do not fully understand them. Worse, many big ideas we have to teach may have been taught to us as if they were facts for later recall" (p. 136).
This is an issue I've been struggling with since I started tutoring. I showed students how to solve problems using theorems and formulas as if they were facts. It wasn't until my junior year of college that I was able to learn about tools to help me prove theorems I took for granted.
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Hello! This blog will contain my thoughts, opinions, and ideas as I continue my career in teaching. Any comments or suggestions are welcome.
3 comments:
So I just made a comment and then deleted it. Whoops.
Anyway, how does this relate to your teaching? Given all that we've been talking about big ideas and fraction concepts, how do you want your students thinking about fractions now? How do you want them thinking about procedures and formulas?
I want them to see that formulas and math procedures didn't come out of thin air. Someone explored these ideas and created a system/formula that will "always work".
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