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We are talking about tertiary level, right? K-12 they try to make it less abstract, but kids not into it find it boring (some might be future mathematicians and
by quickthrower2 4y ago
We are talking about tertiary level, right? K-12 they try to make it less abstract, but kids not into it find it boring (some might be future mathematicians and find it boring too!). Money is a good way to make it relevant. Which of these is the best deal? For example.
For advanced mathematics, I guess it has to be abstract. I mean this is the nature of the subject. Normally you are taught group theory with examples of groups like natural numbers or geometric symmetries, but it soon becomes groups derived from other groups etc. To make it non abstract would be to make gymnastics that doesn’t require flexibility or a fighter pilot that doesn’t need to handle high g force. I don’t think you can do it. Ink spilled
on Monad tutorials a case in point. See also: programming!
- xvector 4y ago> Money is a good way to make it relevant. Which of these is the best deal? For example. Money is an incredibly boring topic unless you're making a lot of it.
- quickthrower2 4y agoMoney is the conduit though. Would you buy this or that. It is the this or that which is interesting, or at least shows it is useful.
- II2II 4y agoI don't know about that. I had an opportunity to see how "workplace" (remedial) math was taught in an Ontario school in the early 2000's. It was basic financial literacy, more along the line of keeping one out of financial troubles than handling large sums of money. Even though many of the students struggled with basic arithmetic, they tried to keep it concrete and the students seemed to remain sufficiently motivated to stick to it even though they faced huge hurdles.