All- Well- I was intending to agree that we need to learn the rote stuff- if we go beyond that, it is good. I think that's what Chris said as well.
Michael's point is well taken, by me anyway. And the problem is restated 2.5/5 * .8 = .5 * .8 = .4 (that's what my little grey cells did with it immediately as it seemed obvious and easier to divide). ;) As to the argument, sorry, I forgot who made it, that we don't need to do rote because we have calculators, that ignores the fact that those students can't enter the data into the calculator correctly if they don't know how to do the problems! And they don't often know what the answer is or how they got there after they've done it. That's what I see when I work through the problems with them- n = 1. Back to grading essays. Tim _______________________________ Timothy O. Shearon, PhD Professor and Chair Department of Psychology Albertson College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems -----Original Message----- From: Michael Scoles [mailto:[EMAIL PROTECTED] Sent: Sun 1/28/2007 10:54 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Why I pull my hair out grading statistics assignments So, I should not expect college seniors and graduate students to multiply 2.5 x .20 x .80 in their heads? Or, if I get them started by saying, 2.5 x .20 = 0.5, they should still be reaching for their calculators to figure out half of .80? (Oops, I forgot--they don't recognize that 0.5 is one-half, or that one-half of a fractional value is meaningful!) Michael T. Scoles, Ph.D. Associate Professor of Psychology & Counseling University of Central Arkansas Conway, AR 72035 501-450-5418
<<winmail.dat>>
--- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
