Algebra DVDs
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Algebra II with Trigonometry DVDs
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College - The key to success?
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Dear Dale,
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am teaching a class in computer networking for the engineering school
at UAB. During the first class session I asked the students what it was
that they wanted out of this class. (After all - they are paying for
it.) Most of them suggested they wanted to learn a bunch of technical
details about computer networks. (Lots of buzzwords). So, I challenged
them about why they were spending a large sum of money for this
knowledge with the university when - with a little initiative - they
can get the same education off-the-shelf at their local bookstore. So,
then they pointed out that they REALLY wanted the sheet of paper at the
end of the degree. So I offered them a shortcut. I tore out of sheet of
paper from a notepad and wrote "The University of Alabama at
Birmingham" at top and then signed my name to the bottom - leaving a
blank for them to fill in their own name of course. I offered it to the
first taker for $20. Unfortunately for me - I had no takers.
Then
they suggested they REALLY wanted a good job. So, I asked them "what do
the employers want you to know?" (I did not bother to ask them
what they meant by "good" or why they did not get one now - I could
tell there would be no answer.) They sat there and looked at me with
dumbfounded faces.
I find this is how most approach college.
They have been told they need a degree to get a good job, so they show
up expecting the university to provide them a degree after years of
hard work and thousands of dollars invested. But, who provided this
information to them about the need for the degree? Who defined
"good job" for them? Or, it is common knowledge ALL must have a college
degree to succeed?
Have we ever asked where this "common
knowledge" information comes from? Who did the analysis of the data to
determine we all need college? And, what assumptions are they making in
their data analysis? What statistical information is implied when you
sample 200+ million people?
Fact is, a lot of the MESSAGE
about the need for college comes from colleges and universities
themselves. This is their way to market to you - by convincing you that
everyone needs what they are selling. They have something for you to
buy, and they MUST convince you that a college degree is the only path
to success.
Clearly there are many people - some famous and
some not - who have had great success without a college degree. Point
being, while a great deal of careers will need college degrees - the
marketing message is that we ALL need one to succeed.
Perhaps
college makes sense often, but my question is "would we ever make a
LARGE purchase listening only to information provided by the sales
people?"
Something to think about!
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When do I allow the use of calculators?
A common question in algebra is "When do I allow my son/daughter to use a calculator?"
Our
general rule is that you would use a calculator ONLY WHEN NEEDED. For
instance doing decimal math such as finding 3.2654 x 2.665. Also, the
textbooks will often specify the use of calculators on some problems.
Here are our rules of thumb on calculator usage.
- Do
not hesitate to use a calculator when you are doing messy calculations.
When doing math with numbers that are messy - like lots of decimal
points - you are not learning anything new. Instead you are just
wasting time doing what you already have learned to do.
- Use
a calculator ONLY when needed. THINK. Generally if you understand
concepts it is slower to use calculators. This is VERY true on the SAT
and ACT exams. For instance, using a calculator to work out what 54 x
100 equals is a waste of time. You should just know how to do this -
logically. Also, doing a problem like 250 x 20 could be done faster in
the head than punching it in. A problem where you have to figure 23.445
x 12.432 would be faster on a calculator. (for most of us.)
- Learn
to use the calculator. It is a powerful tool - so learning to use it to
its full power can really help. Most people do not know how much
horsepower is in that little machine. Have your student go through the
manual and the examples so they know what the calculator will do. This
could be very handy on the ACT and SAT.
- Do
not TRUST the calculator alone. For instance, if you did 23.445 x
12.432 on a calculator you should know that the answer will be
something in the 200+ range. If you accidently punch the wrong key on
the calculator you might get a number in the 2000 range. If you did,
you should just know that is wrong. Again - this idea shows up on
the ACT and SAT a lot. In fact, the ACT and SAT tests for these common
mistakes.
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Roping Skills - How much parent involvement does math require?
We get a series of questions centered on this subject. Basically you know the answer - it depends.
However,
our take on the whole concept is that we are preparing our children to
NOT depend on us. The whole point of learning is not about learning
some concepts in math or English - but instead the point of an
education is to be able to function in society (which most can do quite
well even without the high school material) and then hopefully to
"learn to learn" and to learn to make wise decisions.
We know
of parents who watch every video and look over the shoulder of their
student as they work every problem. We also know of parents who let
their sons/daughters just go do it and evaluate their performance in
intervals - usually with testing. And of course there are variations
between and on the extremes of these two cases.
We always try
to keep the end in mind. What are we preparing our children for anyway?
If we are preparing them for college and/or life, then we want to let
them move away from us as they grow - including in their studies. We
want to see them take responsibility and ownership. This takes time and
depends on the student, teacher, and their relationship. But for us, we
start letting slack in the rope as soon as we can. If our 7-year old
will take his work and just do it - we will let him. But if a teenager
will not, then we will work with them to make sure they know they are
being held accountable.
Either way you choose to do it -
remember in college and while earning a living they will have a long
rope. We want them to have practice with the roping skills.
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We're here to help you!
Sincerely,
Dale Callahan
AskDrCallahan
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