Actually, most mathematicians see perfectly well just how bizarre and wrong-headed are their children's textbooks. But they're lazy.
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Replying to @MathPrinceps @kdhowe1 and
And obsessed with their work. And conflict-averse. And immensely uneasy that complaining will result in an obligation to do something.
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Replying to @MathPrinceps @kdhowe1 and
Some mathematicians do indeed have a sort of "Well, I suffered; so must everyone else" attitude. It's a rationalization for doing nothing.
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Replying to @MathPrinceps @thegymnosophist and
I expect they no more know how to fix curricula than I know how to do their mathematics. And yes, some hazing may be involved.
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Replying to @kdhowe1 @thegymnosophist and
But you see, they don't even try to figure out what to do, and their involvement is vital. These are smart people. They really know the art.
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Replying to @MathPrinceps @kdhowe1 and
When you're trying to teach an art, it's crucial to have an intimate personal acquaintance with its practice. Violinists must teach violin.
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Replying to @MathPrinceps @thegymnosophist and
For the virtuosos that is true. For the beginners, what is needed is someone with a moderate knowledge of both math and pedagogy.
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Replying to @kdhowe1 @thegymnosophist and
I have yet to hear of a violin teacher who cannot play the violin. Moreover, all good violin teachers are (very) good violinists.
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Replying to @MathPrinceps @kdhowe1 and
And this is no accident: the practice of an art must be learned by imitating its practitioners, because no one can explain how it's done.
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Replying to @MathPrinceps @kdhowe1 and
If you and your students aren't grappling with these issues, then you're not engaged in teaching and learning an art.
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Most likely you're engaged in technical practice: scales, trills, and arpeggios. Learning grammar & vocabulary, rather than writing stories.
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