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MathPrinceps's profile
Laurens Gunnarsen
Laurens Gunnarsen
Laurens Gunnarsen
@MathPrinceps

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Laurens Gunnarsen

@MathPrinceps

Mathematical physicist and mentor to mathematically talented youth. Talent is that which bridges the gap between what can be taught and what must be learned.

Joined June 2012

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    1. Dr Eugenia Cheng‏ @DrEugeniaCheng 12 Aug 2018
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      I completely disagree with this article, which says we need more rote learning and we should "make girls practise math". If someone doesn't enjoy math then what if rote learning and "practice" makes them utterly hate it? https://www.nytimes.com/2018/08/07/opinion/stem-girls-math-practice.html …

      46 replies 95 retweets 371 likes
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    2. Dr Eugenia Cheng‏ @DrEugeniaCheng 12 Aug 2018
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      She thinks math skills are best acquired through "length, in-depth practice", that "routine practice" plays an important role, and that "the foundational patterns must be ingrained before you can begin to be creative". I completely disagree.

      1 reply 8 retweets 55 likes
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    3. Dr Eugenia Cheng‏ @DrEugeniaCheng 12 Aug 2018
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      She dismisses the importance of "conceptual understanding"; is it because she's an engineer and thinks math is just a tool for engineers? I got good at math by *only* conceptual understanding, no practice and no rote learning at all. It can't just be me.

      7 replies 12 retweets 92 likes
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    4. Dr Eugenia Cheng‏ @DrEugeniaCheng 12 Aug 2018
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      Many of my art students say they hate math because of rote learning. If we are putting people off math then how does that help?

      2 replies 6 retweets 47 likes
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    5. Dr Eugenia Cheng‏ @DrEugeniaCheng 12 Aug 2018
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      She says "All American students could benefit from more drilling" but she neglects to point out that many of them will just learn to hate math even more if we drill them more. She says "All learning isn't - and shouldn't be - fun". Why not?

      9 replies 11 retweets 64 likes
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    6. Dr Eugenia Cheng‏ @DrEugeniaCheng 12 Aug 2018
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      She says "In fact, the more we try to make all learning fun, the more we do a disservice to children’s abilities to grapple with and learn difficult topics." In fact this assertion does a disservice to children's abilities to find difficult things fun.

      6 replies 17 retweets 115 likes
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      Laurens Gunnarsen‏ @MathPrinceps 13 Aug 2018
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      Replying to @DrEugeniaCheng

      I am continually perplexed by the ignorance of those who insist that computational facility can only be attained by a systematic program of unpleasant practice. Many of the greatest mental calculators were not only self-taught, but learned purely because they enjoyed calculating.

      10:43 AM - 13 Aug 2018
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      • Brendan Zabarauskas Dr Sabetta Matsumoto Dr Eugenia Cheng
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        2. Laurens Gunnarsen‏ @MathPrinceps 13 Aug 2018
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          Replying to @MathPrinceps @DrEugeniaCheng

          The difficulty of an undertaking is not what makes it unpleasant. If you asked Roger Federer whether tennis is difficult, what answer would you expect? If you asked him whether he loves tennis, what answer would you expect? Ditto for Andrew Wiles and mathematics.

          1 reply 0 retweets 2 likes
        3. Benoît R. Kloeckner  🐘‏ @BrKloeckner 1 Sep 2018
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          Replying to @MathPrinceps @DrEugeniaCheng

          I think music and tennis are great comparison points. Yes, being great at math need some not so pleasant effort at times -- but rewarding ones. We should strike for student to *want* to make the effort they need, which needs them to get something tangible and pleasant out of it.

          1 reply 0 retweets 1 like
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