>use the [quadratic] formula as a last resort
/watch?v=ij01aenZIfY

The video is a typical example of this bad advice. She tells her students to try to use integer factor searching to solve [tex: 3x^2 - 4x - 4 = 0], [tex: 5x^2 - 2x + 3 = 0], and [tex: 2x^2 - 3x - 7 = 0] before proceeding to the quadratic formula. Even with her contrived examples (the factor search works for one of them) you can see she's wasting time. But the harm isn't the wasted time; it's that some of her students will eventually see an equation like [tex: x^2 - 5.6x - 3.784 = 0], think that they're supposed to solve it by factoring, and declare "I don't know how to do this" rather than moving on to the quadratic formula as she intended.

lol fagmin is still learning how to solve quadratic eq.

She's teaching high school math. I don't think they let ***** use calculators in exams.
That's why she insists on using factorization, probably.

learned it last year. was ez

P98654
To be specific she's teaching remedial high school level math at a community college in Mississippi. But I think most schools let students use calculators on exams at the high school level, although it varies from place to place. Many schools make the students use a school-provided calculator. There are also standardized tests to consider, which often have no-calculator sections.

Taking square roots by hand isn't much harder than long division and used to be a commonly taught in school. I imagine the reason it's not taught as much now is because the students would bitch about why they need to learn this if calculators are available.

There are good reasons to teach the idea of factoring that have nothing to do with tests and calculators. For example, it's very useful in situations where you've obtained one solution to a polynomial equation (which need not be a rational number); you can then use factoring to find a lower-degree polynomial equation for the other solutions. Probably part of the issue here is that many teachers don't know the purpose of what they're teaching and are forced to think up their own justifications. So they wind up teaching students to use screwdrivers to hammer in nails because screwdrivers are part of the curriculum and there must be some reason for it.

P98654
Why does that matter? If the result can be found by factoring, the square root can be found the same way (but faster). Or are you telling me you need a calculator to find the square root of 64?

P98660
In high-school, we were only allowed calculators for physics and stuff, not for maths. And after high-school we were allowed calculators, but they weren't useful at all.
>Taking square roots by hand isn't much harder than long division
Yeah, it isn't. Ironically, I learned to do them without a calculator in computer engineering class (to implement them in hardware).
Math teaching until high-school kind of sucks. I have the impression that it's a lot worse in the USA, why would that be? You guys have some good mathematicians so it isn't like there is no math culture, but all I ever see about math teaching in the USA is about how bad it is.

P98666
>Or are you telling me you need a calculator to find the square root of 64?
Not me. The ***** who she is teaching factorization to.

Try to look at this from their level.
When I teach, I can solve some problems intuitively in just 10 or so seconds, but I look at the students around me when I do that and they look baffled and confused. I'm also confused trying to explain how I solved a problem to them. For me, it just comes intuitively and my hands move on their own because it's in my long-term memory, but when I try to make the *****mers who skipped classes and passed without exams because of the wuhan virus, I struggle.

Do they teach this shit in high school or middle school?

Some ***** that I teach don't even know that moving a number from the right side of the equation to the left means that the number goes to denominator. Math teaching, or teaching in general at school sucks.

>moving a number from the right side of the equation to the left
you should at least explain that you arent really moving anything, youre actually performing the same operation on both sides and abstracting it as moving
this is why math education *****ing sucks tbh
***** are taught esoteric tricks to use like monkeys being handed over tools, but are never offered an explanation of how they really work or where they came from

>When I teach, I can solve some problems intuitively in just 10 or so seconds
Well you just suck. You're meant to explain the logic, not solve them intuitively.

Also, I just watched the video and
>[tex:\sqrt{-56}]
made me cringe

P98654
How is that different really ? Most of the time when factorizing youŕe simply checking integer solutions, finding them with quadratic formula would be equally trivial since the determinant would be a perfect square.

P98702
P98717
What I am trying to say is that because of repetition, practice and realizing how math works as I grew older, it became intuitive to me, so when dumb ***** are bamboozled by looking at me solve simple problems like I'm some magician, I am baffled and unable to explain the steps in a language they can understand. I can explain them that I am doing the same operation on both sides and things get multiplied or divided, and then show them the process, but that might be complicated to some *****mers. Meanwhile, I can easily say move "this" to "there".

I don't want to make this thread a discussion about *****ren and their ability to consent, but I think that some ***** got messed up because of politicians who thought it was a good idea to make ***** graduate without giving them proper schooling, even worse during the pandemic.

P98725
The quadratic formula was invented by an Indian I think. Don't trust Indians.

P98778
I assure you that telling them you are doing some operation to both sides of the equation will be less confusing than talking about "moving" things. I see routinely that ***** who have conceptualized what they are doing as "moving" stuff will often perform the wrong operation; for example, they will turn x+a=b into x=b+a or ax=b into x=ab. It shouldn't be surprising if you think about it. "Moving" doesn't tell you what operation is needed.

You don't need to tell your students this as it may needlessly frighten them, but what you are doing when you solve an equation algebraically is writing a proof, specifically a proof that if the number called "x"** satisfies the given condition then it must be one of the solutions you find. And in any proof, it's important that the intended audience be able to see how each step logically follows from the prior step. If your audience isn't very comfortable with algebra, you'll need to break things down into much smaller steps than you would ordinarily take.

** or whatever it happens to be called in the problem

>I am baffled and unable to explain the steps in a language they can understand.
if you cant explain what you know in simple term, then you dont really know anything

P98812
give denpa a break
he isnt even a real teacher
he literally has zero training or qualification
he is a nepotism hire out of pity and was freely passed through his entire academic life without really learning anything
now he is just imparting his non-knowledge into the next generation of denpatards

P98112
I am not talking about ***** who go to school to study and get better at math.

I am talking about ***** who come to school because they're forced to because of mandatory attendance, the administration torturing their parents to send the ***** for "their own good" - because the survival of the institution is dependent on success rates, while the ***** themselves feel trapped in a kafkaesque bureaucratic oppression and they just want to make out of it alive.

I have to teach this one kid whom I personally think would be better of not coming to study at all because his "talents" are elsewhere math using apples. Like... 1 apples is 10 dollars, so 144.23 apples are ___?

Another student constantly makes adult jokes while I try to explain. Like, if I say "this goes down there" he would say something that implies penetration.

Recently I sat around a bunch of ***** who were high and I did not even realize that and kept teaching. One guy could not handle it and was just sleeping, the other guy kept saying gibberish things that I thought he was doing only to annoy me.

It is that bad.

Also, most ***** these days that I spoke of are not reading books anymore. They have moved to youtube mostly. They watch these kind of videos like the ones in OP just a couple of days before exam, cram, pass and forget.

P98837
>if you cant explain what you know in simple term, then you dont really know anything
Try to explain programming and coding to me and I'll never get it. That does not mean that you don't know anything, but just that we both do not have the same intellectual level of understanding about a specific topic.

>he literally has zero training or qualification
That is true.

Do you think education should be mandatory? I had a friend that was a college professor, and he said "no". I argued that many (most?) people don't want to go to school and this would lead to a nation of idiots. [spoiler:This was before we did in fact become a nation of idiots in a socialist tranny banana republic for George Floyd]. In such a nation, I'd imagine, useless feeders would be a dime-a-dozen. Gone are the days of collecting grain from the fields or sweeping streets with brooms. Machines and modern automation has resulted in less factory work. Would what they then do?

P98876
The problem is not the education in my opinion. It's the "capitalist" values and elitist mentality that goes into how educational institutions operate that I have a problem with.

If a psychopath joined a school, and he sucks at math or "school" in general, I'd rather he spent time learning how to put his psychopathy to good use. A trained psychopath would teach him how to channel his psychopathy and become a great administrative unit or a politician.

I don't remember the last time I used quadratic equation in my life.

P98883
This is a matter of disciple. That's one of the major problems in today's schools. Get rid of the clowns and your job (and the other students') becomes much easier.

i think i got denpa syndrome
i have several takes about whats being discussed itt, but i dont feel like articulating

P98886
At educational institutions, "discipline" is a word that is not encouraged to be used anymore. The MOST extreme punishment that a student can get where I work is getting put in a room with an old lady who gives them advice for like an hour till they get bored of her. There's also termination and getting kicked out but that's only for extreme cases like physical violence and *****.

If a student is not studying, the student is not exactly at fault but the teachers somehow. That's what they say.

There are human rights and ***** rights agencies to appease out there or else your license gets cut.

>kid acts like a pest
>school refuses to punish
>kid keeps on being a pest
looks like denpa found his home among other ppl that never learn

P98926
That's just your lack of charisma/authority. In middle school, I was in "the worst class ever" [spoiler:across 4 years and 2 schools. Somehow I think they were exaggerating], yet some of the teachers were still respected. They didn't need to be violent or menacing. Mostly they respected us (e.g. calling us by our surname, joking with us when entering class...), while still being somewhat firm (e.g. giving out a test when the class became rowdy). Everyone was openly dissing them at the time (among the students, not to their face), but all the people I met with afterward agreed that they were good teachers and remembered them fondly, including the "troublemakers".
On the other hands we had teachers that didn't seem to give a damn when the class was noisy, teachers who yelled at the first occasion, teachers who regularly arrived late, teachers who didn't prepare their lessons well. Those weren't respected and the class was insufferable with them.
I know that things changed for the worse in the last decade, but I'm pretty sure not all your colleagues have the same problems you have.

P98944
>I was in "the worst class ever"
kek, me too, so much that the older students from other classes who had to repeat a year would ask to be transferred to our class

P98944
I see the teachers that you describe at my workplace. Both the ones who are fair but strict, and the apathetic ones who have given up.

I consider what you call as authority as just fear. Fear of consequences, and that is something I consider useless. I want students to be motivated to study something, but that motivation often comes only when their final exams come and by that time it's too late.

Until then, they just behave like horny shits with an attitude that they can study whatever it may be by watching videos like in OP without the teacher's help.
They have told me that they watch these videos by skipping or watching it in 2x when they cram. It's that bad. There is also an option in youtube where you can skip when the speaker is not saying anything. These channels mainly monetize this demand for cramming before exams and their aim is not to transfer true knowledge but to help students cram.

"Fear of consequences", a.k.a. responsibility, is probably the most important thing you can teach your students.
>that motivation often comes only when their final exams come and by that time it's too late.
Give them shorter tests more often then, ideally without telling them beforehand when there will be one. Are you allowed to give homework still? Ask a random student to give the solutions rather than doing it yourself.
>watching videos like in OP without the teacher's help.
Recommend them better one. Stuff like 3Blue1Brown for example.
>they watch these videos by skipping or watching it in 2x when they cram
Makes sense. Do you expect them to read every word from your handouts as well? Skipping to the information you need is the way to go.

P98991
What I want to teach is motivation, not responsibility driven through fear. Fear can be useful but fear is external.
I would be happy if the students were actually interested to go to school.

>Are you allowed to give homework still? Ask a random student to give the solutions rather than doing it yourself.
Yes, I can do that. In fact they schedule a test every two weeks. Problem is they don't care about these tests so they just hand over blank sheets.

>Recommend them better one.
They suck at english. Even my english sucks but it's even worse.