Evoluce výuky matematiky

Na poslední hodině MBA kurzu měl profesor připravenou souhrnou prezentaci, na jejímž závěru naťukl blížící se zkoušku. "Často se studenti ptají, jestli bude lehká nebo těžká. Dovolte mi použít následující analogii o vývoji výuky matematiky: "

Teaching Math In 1950:
A logger sold a truckload of lumber for $100. His cost of production is 4/5 of the price. What is his profit?

Teaching Math In 1960:
A logger sold a truckload of lumber for $100. His cost of production is 4/5 of the price, or $80. What is his profit?

Teaching Math In 1970:
A logger sold a truckload of lumber for $100. His cost of production is $80. Did he make a profit?

Teaching Math In 1980:
A logger sold a truckload of lumber for $100. His cost of production is $80 and his profit is $20. Your assignment: Underline the number 20.

Teaching Math Today
A logger cut down a beautiful forest, because he is selfish and inconsiderate and cares nothing for the habitat of animals or the preservation of our woodlands. He does this so he can make a profit of $20. What do you think of this way of making a living? After answering the question, the topic for class participation is: How did the birds and squirrels feel as the logger cut down their homes? (There are no wrong answers.)

Tak v naší zkoušce budou moct být špatné odpovědi, ale profesor ještě jednou zdůraznil, že mu nejde o znalosti, ale schopnost používat to, co máme mezi ušima.