On 23 Apr 2004 at 8:42, Herman Rubin wrote:

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> The problem is very definitely NOT the quality of available
> books; students got good undergraduate degrees in
> mathematics 50 years ago.  It is what is taught, and to
> some extent how it is taught, and what the students are
> willing to learn, and their preparation.
> 
> The first time I taught calculus, the proof that the
> derivative of x^n with respect to x was taught by induction;
> the students all had induction, and they all knew what
> proofs were. 

Interesting. When I was in high school, I made to myself (and solved)
the exercise of prooving the derivative of x^n by induction, I did'nt 
like we were told x^2 and x^3 "could be generalized".

Kjetil Halvorsen

 This is definitely NOT the current situation.
> Also, with the now mandatory student evaluation of teachers,
> and the students complaints against wasting their time with
> concepts (they call it "theory") instead of drilling them on
> how to solve examination problems, it is not even possible
> to correct this.
> 
> We have to be ready to tell them when they get to college
> that memorizing facts and learning how to calculate has
> nothing to do with understanding anything, and that they
> need to learn the concepts if they are not majors, and
> the proofs also if they are.  But the other departments
> are not willing to go along with this, and want us to
> teach their students "all the mathematics they need" in
> too little time to even get started doing a good job.
> 
> >Kjetil Halvorsen
> 
> > Courses in how to calculate
> >> solutions do not help in understanding anything.
> 
> -- 
> This address is for information only.  I do not claim that these views
> are those of the Statistics Department or of Purdue University. Herman
> Rubin, Department of Statistics, Purdue University
> [EMAIL PROTECTED]         Phone: (765)494-6054   FAX:
> (765)494-0558 . .
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