Now, clearly this says nothing about understanding the material, but, on paper, would an individual truly be able to tell the difference between the traditional paper-pencil student and the calculator student when taking standardized tests? Let me pose a question, is it possible for a student to have more understanding of the significance and methodology of a problem but be more dependent upon technology to solve it? Let me approach this problem from a different angle. For instance, in academia, I work alongside many engineers who are also adjunct math professors. They tell me they use very little of their mathematical training in their day job and many have mentioned that they have nearly forgotten much of their math training. This says nothing about their abilities as engineers; they've simply outsourced much of their work to software applications. The math training they went through is much more a symbol of their ability and reliability than their productivity, yet, the question still remains. Is it possible for a student to have more understanding of the significance and methodology of a problem but be more dependent upon technology to solve it? To answer this question we need to discuss the parts of a math problem.
via lewrockwell.com
Teaching advanced math wastes more educational resources than anything else. http://live-free-in-an-unfree-world.com
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