When I was in elementary school during the Space Race, we learned New Math. It seemed to be involved with a lot of number theory, the properties of numbers and such. A lot of our "problems" involved plugging values into "function boxes." When I was in sixth grade, we learned "New" New Math from the guy who had invented New Math. We were taught by grad students from the university. We didn't use a falling ball, more often we used a vibrating string and played all sorts of number games with that. We moved to another state at the end of the year and I was ever after presented with "old" math. Math just wasn't fun anymore. Looking back, it seems the whole point of "New Math" was to present number theory and the principles of calculus without getting into the actual calculations so much. It reminds me of an Advanced Topics in Astronomy class I took my second year in college, taught by the head of the Astronomy Department. It was just a bunch of lectures about "what we know about astronomy," and at the end of each week we would have to write a paper on what we learned. There was no math involved, though he occasionally would put formulas and calculations on the board "just to show that the math works," but we weren't required to know any of it. We were only responsible for understanding the concepts involved. A typical Astronomy class at this level would only be offered to Astronomy Grad students after they had achieved proficiency in advanced mathematics. Our professor wanted to see if he could teach all these "advanced topics" to undergrads without all the math. It was delightful!!
As a high school math teacher I struggle with the absurd conclusions of teaching too much conceptual content without developing applied skills. Learning can and ideally SHOULD involve many cognitive levels from remembering basic information to understanding how it all connects to using that information to being able to compare and contrast to making decisions with it to extending and combining our learning creatively. These are roughly Bloom’s taxonomical stages of learning. My students have been “relieved” of memorization and hence are LOST when it comes to going much deeper. They’ve been set up for failure! Sure, show them lots of fun connections. THEN teach them how to discover things themselves. Hard work doesn’t ruin a subject, it opens it up for deeper understanding. Intellectual discipline is how all the cool stuff was discovered. If that’s not your cup of tea, maybe YOU should get some beer or weed and veg out to a lifetime of short-form videos. But humanity NEEDS challenges and higher-order learning and rigor and people who write and read what everyone else calls “boring,” “hard,” or TLDR!
I'm so glad I found this video. I'm getting ready to start a degree in data analytics and I'm starting out in precalculus for first term. The video has eased my anxiety a bit. 😊
I think of math as trying to learn a foreign language (1 is x, 2 is y, etc.). Then when you learn that foreign language, you try to write it down so others can understand it. That is where the confusion and miscommunication come in. If it was written in English instead of foreign graphs and symbols it would be easier to understand and communicate to others.
Yes! The jargon. Like the Triangle symbol that represents change...Why not call the blasted thing: Change...its function instead of Delta. It would be so much easier if this common sense was applied to much of learning.
This was a great video! I had to watch a few times and make some notes to grasp it, but it is definitely going to make my pre-calc and calculus easier now that I have a "birds eye view"
Please narrate slower! I have a mathematics degree (BA) and I had trouble keeping up with some of your sentences. I can't imagine anyone new to the topic getting it from this.
Awesome video! I taught university calculus for a bit and wish I was half as eloquent as you are here!
When I was in elementary school during the Space Race, we learned New Math. It seemed to be involved with a lot of number theory, the properties of numbers and such. A lot of our "problems" involved plugging values into "function boxes."
When I was in sixth grade, we learned "New" New Math from the guy who had invented New Math.
We were taught by grad students from the university. We didn't use a falling ball, more often we used a vibrating string and played all sorts of number games with that.
We moved to another state at the end of the year and I was ever after presented with "old" math. Math just wasn't fun anymore.
Looking back, it seems the whole point of "New Math" was to present number theory and the principles of calculus without getting into the actual calculations so much.
It reminds me of an Advanced Topics in Astronomy class I took my second year in college, taught by the head of the Astronomy Department. It was just a bunch of lectures about "what we know about astronomy," and at the end of each week we would have to write a paper on what we learned. There was no math involved, though he occasionally would put formulas and calculations on the board "just to show that the math works," but we weren't required to know any of it. We were only responsible for understanding the concepts involved.
A typical Astronomy class at this level would only be offered to Astronomy Grad students after they had achieved proficiency in advanced mathematics.
Our professor wanted to see if he could teach all these "advanced topics" to undergrads without all the math.
It was delightful!!
Math that ceases to be fun ceases to be beautiful.
As a high school math teacher I struggle with the absurd conclusions of teaching too much conceptual content without developing applied skills. Learning can and ideally SHOULD involve many cognitive levels from remembering basic information to understanding how it all connects to using that information to being able to compare and contrast to making decisions with it to extending and combining our learning creatively. These are roughly Bloom’s taxonomical stages of learning. My students have been “relieved” of memorization and hence are LOST when it comes to going much deeper. They’ve been set up for failure! Sure, show them lots of fun connections. THEN teach them how to discover things themselves. Hard work doesn’t ruin a subject, it opens it up for deeper understanding. Intellectual discipline is how all the cool stuff was discovered. If that’s not your cup of tea, maybe YOU should get some beer or weed and veg out to a lifetime of short-form videos. But humanity NEEDS challenges and higher-order learning and rigor and people who write and read what everyone else calls “boring,” “hard,” or TLDR!
I'm so glad I found this video. I'm getting ready to start a degree in data analytics and I'm starting out in precalculus for first term. The video has eased my anxiety a bit. 😊
You don't substract. You subtract.
Substract certainly sounds saucier
Please every high school course explained 🙏🙏🙏
Would genuinely be quite useful
That’s such a fantastic idea that I may just make those videos for my first public content!
@@STEAMerBear you really shoulf
I think of math as trying to learn a foreign language (1 is x, 2 is y, etc.). Then when you learn that foreign language, you try to write it down so others can understand it. That is where the confusion and miscommunication come in. If it was written in English instead of foreign graphs and symbols it would be easier to understand and communicate to others.
Yes! The jargon. Like the Triangle symbol that represents change...Why not call the blasted thing: Change...its function instead of Delta.
It would be so much easier if this common sense was applied to much of learning.
I watch this once and recognized how hard my college professors were making this
This was a great video! I had to watch a few times and make some notes to grasp it, but it is definitely going to make my pre-calc and calculus easier now that I have a "birds eye view"
Rapid fire audio makes it hard to comprehend. Annoying!
That and let’s not neglect to substract your mispronunciation of SUBTRACT.
Idk why soooo less viewers...u deserve millions
...so FEW viewers, not so less viewers. Have a nice day.
Do calculus at pre school level
My 5th grade brain isn't functioning properly anymore
Can you do for a 4th grader that is like 2 weeks in to 4th grade plz I subbed
Please narrate slower! I have a mathematics degree (BA) and I had trouble keeping up with some of your sentences. I can't imagine anyone new to the topic getting it from this.
I had to slow it down to understand too. Still a good video that explains it concisely.
Where were you twenty years ago when I was in high school?
probably in high school too XD
So thankful for this video 🫶🫶🫶
goated video
Your "booms" at 5:44 were too fast for anyone to see, read, or comprehend. Thumbs down on that section if your intent is to teach.
so thats the whole thing
BRO WHY DOES THE THUMBNAIL SHOW A 4 YEAR OLD BRO
Whatever…Waaaay too fast.
You talk too fast.