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I'm too stupid for this
(lemmy.dbzer0.com)
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this post was submitted on 21 Oct 2025
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The problem I had is that taking one assortment of numbers that had no meaning, doing a bunch of operations on them (never actually finishing the operations though, because the last steps were "obvious") leading to a different arrangement of numbers that also meant nothing, was not a good method of teaching. The pass/fail rate of that course relative to all the others reflected that. Every other teacher/professor I had before or since would include context when introducing an entirely new concept.
Yes, people teach mathematics wrong. It should start from application, and only then get formalized.
A large part of the problem is that we put people that study pure math deciding how to teach it.
As someone both studying and teaching math: there should be two different ways to teach math - for other mathematicians and for non-mathematicians.
For mathematicians you want to use all the formal proofs and sharp definitions and so on. But we have so much fun teaching that way, we forget when we switch classes that engineers don’t like/care/are motivated to think the same way. We should pivot towards application-based, result-oriented teaching but we often just don’t. And students have to deal with it because the other class managed (pure mathematicians).
Yes this. Most math instructors teach like we're math majors and are in it for the dirty abstract and "obvious" details that they forget most of us will never use it when working on machines or even some basic programming. Their insistence on teaching in their often inefficient way acts as a filter for so many otherwise promising engineers.