Just a short post, I was supposed to finishing the People post, but a little thing happened along the way and that was postponed. Find out what I did =)
So Carmen’s brother had an exam/quiz tomorrow. He was having difficulty with a question and Carmen asked me to explain it to him. I was fine with that =)
The things in the ** is what i was thinking.
*typo: still* Big sigh of relief when I begin to remember how to do the question and more importantly explain how to do it.
This made me worry. What are teachers teaching these days then? his in year 10! We learnt factorising at the end of year 8!!
We were doing so well up to here. But seriously, why aren’t teachers teaching this? We managed to get to (x+1)(x+2) and some other example, then back to his question:
This also made me worry. Essentially, you don’t need “working” to get factors of such a small number, maybe for 144 you need to (but still even that, you should be able to name a few like 1,2,4,6,8,12…etc). Its just the times tables at this point. I remained calm and thought perhaps he misinterpreted what I said.
Although he did it slower than I anticipated, he was at least right.
While I’d admire his eagerness in learning WHY, I think its sometimes unnecessary… Math is an annoying subject, the more you understand the less it makes sense.
You see, in UNI at the moment, the more I try to understand, the less the things I learnt before made sense. Lesson? You’re either extremely smart, or maths will screw you over. But anyway, I tried to put factorising into “simple terms”. Yea simple for freaking Einstein.
Honestly, I don’t know what came over me, but this just came right out and I thought it was a good idea to use this to explain what was going on. Apparently not.
Seriously, I never learnt my trinomial/polynomials this way in high school. It was definitely a bad idea…
*type: we were* And yes, I was explaining this in the worst possible way for a high school student. Even if someone were to say all this to me back in high school, I’d probably blank out. And this a student with no tuition base as well. Poor kid.
But with a reasonable amount of explaining and use of simple examples, its seems he half got (or even completely got what i was saying. He managed to factorise simple trinomials, but with a harder (ac =/= 1) he wasn’t able to do it.
I explained again, and he said he understood why we are doing things the way I am… he also managed to tell me when he should be using which method!
I sincerely hopes he understood what I said. I was only trying to help, but I think he seems a little more confused. He DID learn to factorise simple trinomials, but from the way i see it, harder ones will be difficult on him. Carmen, please let me know how he goes. I wish him the best, in this exam and the future!
=\ it kind of shows how UNI has changed me (and my friends of course), I’d never thought I’d be able to regurgitate something like this is such a complex way… its just factorising TT^TT what have I become?!!
I kind of got paranoid over this… I’m sure there would have been a simpler way to put it?
=) I really like that picture… it kinda works for all occasions. Let me know what you think, I think I may have gone overboard =(