Re: TI-92

[Prev][Next][Index][Thread]

Re: TI-92

>         What do you suppose would happen to the poor kid who loses his TI-92
in
> a world you're proposing?  He wouldn't even know what the hell x^2
> equals if x=2.  Maybe that's a bit drastic, but damn.. you have to see
> the point here.
> Jerome Hanson
> jhanson@csci.csusb.edu
> Blackster@juno.com

What do you do when any tool breaks?
You get it fixed or you buy a new one.

Why, when we drive cars and no longer need horses,
do we continue to teach students how to shovel out the stalls.
------------------------------------------------------------------
Ben Sultenfuss <bsultenfuss@sfasu.edu>
Stephen F. Austin State University
Department of Mathematics and Statistics
1936 North Street
PO Box 13040, SFA Station
Nacogdoches, Texas 75962-3040
Phone: Office: 409-468-3805   Home: 409-560-5508
Fax:     Office: 409-468-1669   Home: 409-560-0038


>         I didn't say anything about how far you can go with good calculators
or
> better technology.  Frankly I really don't care about that. What I do
> care about however is that kids do get the UNDERSTANDING AND PROBLEM
> SOLVING mind that they are supposed to get.  If you start 7th or 8th
> grade with a calculator that already does algebra, what the hell is the
> point in having the class.  The point of teaching students algebra isn't
> just so they can crunch x's and y's but so they can build certain skills
> they can't get from pushing keys.
Follow-Ups: