Материал готовится,

пожалуйста, возвращайтесь позднее

пожалуйста, возвращайтесь позднее

We've got a real problem with math education right now. Basically, no one's very happy. Those learning it think it's disconnected, uninteresting and hard. Those trying to employ them think they don't know enough. Governments realize that it's a big deal for our economies, but don't know how to fix it. And teachers are also frustrated. Yet math is more important to the world than at any point in human history. So at one end we've got falling interest in education in math, and at the other end we've got a more mathematical world, a more quantitative world, than we ever have had.

So what's the problem, why has this chasm opened up, and what can we do to fix it? Well actually, I think the answer is staring us right in the face. Use computers. I believe that correctly using computers is the silver bullet for making math education work. So to explain that, let me first talk a little bit about what math looks like in the real world and what it looks like in education. See, in the real world math isn't necessarily done by mathematicians. It's done by geologists, engineers, biologists, all sorts of different people — modeling and simulation. It's actually very popular. But in education it looks very different — dumbed-down problems, lots of calculating — mostly by hand. Lots of things that seem simple and not difficult like in the real world, except if you're learning it. And another thing about math: math sometimes looks like math — like in this example here — and sometimes it doesn't — like "Am I drunk?" And then you get an answer that's quantitative in the modern world. You wouldn't have expected that a few years back. But now you can find out all about — unfortunately, my weight is a little higher than that, but — all about what happens.

So let's zoom out a bit and ask, why are we teaching people math? What's the point of teaching people math? And in particular, why are we teaching them math in general? Why is it such an important part of education as a sort of compulsory subject? Well I think there are about three reasons: technical jobs so critical to the development of our economies, what I call everyday living. To function in the world today, you've got to be pretty quantitative, much more so than a few years ago. Figure out your mortgages, being skeptical of government statistics, those kinds of things. And thirdly, what I would call something like logical mind training, logical thinking. Over the years we've put so much in society into being able to process and think logically; it's part of human society. It's very important to learn that. Math is a great way to do that.

So let's ask another question. What is math? What do we mean when we say we're doing math, or educating people to do math? Well I think it's about four steps, roughly speaking, starting with posing the right question. What is it that we want to ask? What is it we're trying to find out here? And this is the thing most screwed up in the outside world, beyond virtually any other part of doing math. People ask the wrong question, and surprisingly enough, they get the wrong answer, for that reason, if not for others. So the next thing is take that problem and turn it from a real world problem into a math problem. That's stage two. Once you've done that, then there's the computation step. Turn it from that into some answer in a mathematical form. And of course, math is very powerful at doing that. And then finally, turn it back to the real world. Did it answer the question?

So what's the problem, why has this chasm opened up, and what can we do to fix it? Well actually, I think the answer is staring us right in the face. Use computers. I believe that correctly using computers is the silver bullet for making math education work. So to explain that, let me first talk a little bit about what math looks like in the real world and what it looks like in education. See, in the real world math isn't necessarily done by mathematicians. It's done by geologists, engineers, biologists, all sorts of different people — modeling and simulation. It's actually very popular. But in education it looks very different — dumbed-down problems, lots of calculating — mostly by hand. Lots of things that seem simple and not difficult like in the real world, except if you're learning it. And another thing about math: math sometimes looks like math — like in this example here — and sometimes it doesn't — like "Am I drunk?" And then you get an answer that's quantitative in the modern world. You wouldn't have expected that a few years back. But now you can find out all about — unfortunately, my weight is a little higher than that, but — all about what happens.

So let's zoom out a bit and ask, why are we teaching people math? What's the point of teaching people math? And in particular, why are we teaching them math in general? Why is it such an important part of education as a sort of compulsory subject? Well I think there are about three reasons: technical jobs so critical to the development of our economies, what I call everyday living. To function in the world today, you've got to be pretty quantitative, much more so than a few years ago. Figure out your mortgages, being skeptical of government statistics, those kinds of things. And thirdly, what I would call something like logical mind training, logical thinking. Over the years we've put so much in society into being able to process and think logically; it's part of human society. It's very important to learn that. Math is a great way to do that.

So let's ask another question. What is math? What do we mean when we say we're doing math, or educating people to do math? Well I think it's about four steps, roughly speaking, starting with posing the right question. What is it that we want to ask? What is it we're trying to find out here? And this is the thing most screwed up in the outside world, beyond virtually any other part of doing math. People ask the wrong question, and surprisingly enough, they get the wrong answer, for that reason, if not for others. So the next thing is take that problem and turn it from a real world problem into a math problem. That's stage two. Once you've done that, then there's the computation step. Turn it from that into some answer in a mathematical form. And of course, math is very powerful at doing that. And then finally, turn it back to the real world. Did it answer the question?

Загрузка...

Выбрать следующее задание

Ты добавил

Выбрать следующее задание

Ты добавил