Inspiring indeed. This might be my new definition of education: "Now, when they're stuck, they learn that they have to find a place to start by thinking about what they already know."
Using train A as a reference frame, the train B must travel at 20 miles per hour to reach the 60 miles that separates they both. So the train B passes train A at 1:00 + 60/20 = 4:00 PM
By 5:00 pm, Train B at a constant speed of 80mph is able to catch up with Train A running at 60mph. Both covering 240 miles. Train A took 4 hours to reach 240 miles while Train B needed 3 hours.
"The purpose" of compulsory math education with low-level achievement has always been simple. We have to keep math teachers (usually STEM dropouts) employed.
The point is that there are no new concepts. The laws of mathematics are the same, and kids SHOULD be explaining their thinking to you, NOT the other way around.
What really happened? Twenty students worked the problem, trying to creatively arrive at a solution. Three students came up with interesting and different strategies to arrive at a correct solution. 17 students were frustrated, arrived at incorrect solutions, and now have strong misconceptions built into their thinking. The teacher spent the remainder of the class time standing at “the front of the room” trying to explain the correct solution. Another 12 students are beginning to understand. In truth they have a surface understanding and it will take a lot of work to understand deeply. 5 students will have misconceptions that take years to undo by future teachers.
5:46 terrible bad math philosophy... the lady might have and education very limited in mathematics and its philosophy, and that is the problem of the nation that does not like to reflect and do philosophical inquiry, study classic literature on the topic. Ideas are more developed for their profit promise than for their coherence. Lets make math great again reviewing our curriculum, actualizing it in times of internet and going back to fundamental logic and its applications. Read Frege, Russell, Hardy, Dewey, Piaget, etc.
shout out sating mga taga feu HAHAHA
HAHAHASHSAHAHHHAHAAHAHAHAHA NATAWA AKO TEKA
HAHAHA
HAHAHAHAAHAHA
AMP HELO HAHAHAHAHA
What is the most important insight of the video
Inspiring indeed. This might be my new definition of education: "Now, when they're stuck, they learn that they have to find a place to start by thinking about what they already know."
Hello sa mga Taga FEU😁
uy cramming den
@@delacruzrowel6376 sakto lang inadjust deadline eh😅
@@faithanzano5846 mamayang 11:59 samen :D
Hii hahaha tamang cram bago mag 11:59
Luh ahhahha
Using train A as a reference frame, the train B must travel at 20 miles per hour to reach the 60 miles that separates they both. So the train B passes train A at 1:00 + 60/20 = 4:00 PM
By 5:00 pm, Train B at a constant speed of 80mph is able to catch up with Train A running at 60mph.
Both covering 240 miles. Train A took 4 hours to reach 240 miles while Train B needed 3 hours.
Lockhart's Lament
Always Loving mathematics ❤
Absolutely brilliant. We need less teaching and more learning in the classroom. This teacher just demonstrated the difference between the two.
MMW pa more mga taga feu aashajjahaahha
"The purpose" of compulsory math education with low-level achievement has always been simple. We have to keep math teachers (usually STEM dropouts) employed.
Thank you
The answer to the question is '5pm' if I'm not wrong
I got the same answer!!!
5:16 pm Train b pass train A. (3hrs and 16 mins before B passes through train A). Am i correct? please correct me if im wrong.
💯❤
Great Job!! I need you to teach me the new concepts so I can explain to my kids instead of them explaining to me lol
The point is that there are no new concepts. The laws of mathematics are the same, and kids SHOULD be explaining their thinking to you, NOT the other way around.
What really happened? Twenty students worked the problem, trying to creatively arrive at a solution. Three students came up with interesting and different strategies to arrive at a correct solution. 17 students were frustrated, arrived at incorrect solutions, and now have strong misconceptions built into their thinking. The teacher spent the remainder of the class time standing at “the front of the room” trying to explain the correct solution. Another 12 students are beginning to understand. In truth they have a surface understanding and it will take a lot of work to understand deeply. 5 students will have misconceptions that take years to undo by future teachers.
For real. Such ridiculous drivel
drop the mic!!!!
Literal mic drop at the end
5:46 terrible bad math philosophy... the lady might have and education very limited in mathematics and its philosophy, and that is the problem of the nation that does not like to reflect and do philosophical inquiry, study classic literature on the topic. Ideas are more developed for their profit promise than for their coherence. Lets make math great again reviewing our curriculum, actualizing it in times of internet and going back to fundamental logic and its applications. Read Frege, Russell, Hardy, Dewey, Piaget, etc.
in 3h later car A will pass car B.
meh
6ugtyddddd