so I have actually learned some teachy things in the past few months.
when discussing negative numbers, people can grasp the concept by discussing overdrawing a bank account or borrowing things (if you’re making a pie, and you need six apples but only have five, and I have three apples so you take one from me, you are -1 apple. because you owe me one). looking at a number line doesn’t always help.
people can do percents using the stupid triangle. it doesn’t help teach the actual concept of what a percent is. however, while I may feel like it’s simply a crutch that allows people to plug n chug without actually understanding any of the actual math, using the triangle as a tool can lead to actual learning. once they do enough problems, they’re exposed to the information enough that some of it actually soaks in.
people actually learn math by doing word problems, I think. though they hate to admit it, applying skills is the only way to actually learn things. or at least, it’s the only way they can prove to me that they’ve learned something. somehow, just doing a math problem means nothing to me. have I mentioned lately that I’m a poor teacher?
I hate the whole idea of “teaching to the test” in ESOL and I refuse to do it or consider it as an option. the goal is to enable people to live in the United States, get jobs, become citizens, get health care, buy groceries, or help their kids with their homework. not improve their meaningless test score. unfortunately in GED it’s sort of the whole point. also we have to improve test scores so that the state actually gives us money. though I still hate it.
I looked at the triangle thing…that IS stupid. I think that would have just confused me. It just takes a simple concept, a x b = c, and dresses it up and decorates it and puts makeup on it until it’s barely recognizable.