My younger daughter’s first encounter with anti-derivatives. She has not yet learned about their significance; all she knows is she has to do 15 of them for homework. She says “I’m already anti-anti-derivatives.”pic.twitter.com/mNctAANOFP
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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.
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My younger daughter’s first encounter with anti-derivatives. She has not yet learned about their significance; all she knows is she has to do 15 of them for homework. She says “I’m already anti-anti-derivatives.”pic.twitter.com/mNctAANOFP
Curious how random are the particular tasks assigned; they cohere in no evident way, if they cohere at all. I am all for practice; without it, one cannot attain facility and confidence in execution. But I cannot understand why practice must be mindless. It should lead somewhere.
I strongly suspect that your daughter would be less anti-anti-derivatives if her practice problems were more illuminating and rewarding -- if each built upon its predecessor, so as to lead toward some intrinsically interesting conclusion. Aimless activity is repulsive.
While i agree in general, with math, like in basketball, sometimes to get good you gotta practice 100 free throws. Focus on your form, execution, and follow through. Now every assignment shouldn't be a bunch if excruciating free throws, bht it doesn't hurt to have some.
Actually, it's an empirical question. Train some people with, and some without, mindless practice, and compare the results. What's optimal? How come we don't know? In athletics today, nobody can afford to do the mindless thing, just because it's tradition. You do that, you lose.
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