My teacher would take off points for that as well as " not using the correct formula " ( I showed him the formula I used and got the right answer every time but because that's not the one he taught and I transferred after he taught it I should just know how he did it) and because my NOTES were on regular paper instead of graph paper and with all that I barely scraped by with an 80.
I know that all too well. I failed algebra 2 because I found an easier or rather simpler way that I understand how to do the math and I showed the teacher all the steps included. But she gave me an F because it's not how she taught it.
The thing is that we're mostly doing dividing/multiply/factoring polynomials at this point and while some students need to do all 30 steps to know that "3x-15=0" means that x=5, me and many others can just glance at it and speak it.
Math seems to have two types of people: Those who are fluent and the ones who are broken. Those who are fluent in math can just solve any equation with a glance just because they understand it so fundamentally they don't even have to think. Kinda like how I don't have to think of the words I'm going to type before I'm typing them. The other type have to spend their time remembering the flow, deciding what words to use, and trying to understand if 'it's' is possessive or not (It isn't).
It's just so natural to some people and so alien to others. The issue is that most classes contain both of these people and try holding them to the same standards. Those who are fluent understand the issue so quickly that they become bored while those who aren't just give up due to frustration and fear of being embarrassed by asking a question when the person next of you understood how to do the subject as soon as he saw the teacher perform it a single time.
then go y = f[(x^2)/(z)] where f(z) = 3x^2-3x+8
Then tell me all the zeros and limits.
Then give me dz/dy =
Then let me add cos, sin and tan when I introduce f(w)... or roots... or... fucking imaginary numbers.
you know... just to be mean.
And then Matrices because fuck your time.
Sorry... I hated calculus.
And that's before you ever actually APPLY any of it outside acceleration, speed and velocity.
Yeah...they have specific things they have to teach you and need to see that you learned them. There can be five ways to get the right answer, they have to know you understand the specific method they're currently teaching. If you're so amazing at it, it's not hard to write down the steps you did in your head on paper. If you find you can't do that, then you do NOT understand the current lesson as well as you think you do.
So if my teacher teaches a way to do something but I can do it accurately and quicker I should still do it the longer way just because they said so? If that was the case then you should only get the grade for doing the formula how they said even if it produces the wrong answer ( which has happened, Ive had teachers more obsessed with us doing it their way even if it ends up the wrong answers)
Yes, you should still do it the way they want you to. Their job isn't to teach you that 2+2=4, their job is to make sure you understand the concept of two individual items being added to two other individual items. You can get as many right answers as you want, but if you can't prove you understand the method you're being taught then you haven't learned the material.
Except when you've shown your instructor the exact steps you took in reaching your answer, but they can't understand so they mark it as wrong even though it works and the answer is the exact same. But it's not completely up to the teachers either. Our entire educational system is based in conformity.
Of course it's based on conformity. When you teach 30 kids in a class at a time, all learning at different rates and all needing to be taught the curriculum in the space of a year, you need them to learn the same thing and you need to have them show you they learned it. Being special and individual is for when you're in college. If you're not in a private school where you're paying a ton of money for specialized education, you get a specific lesson plan to learn. The teacher doesn't have time or resources to spend letting every student do it their own way and remembering who's doing what, they all need to do it the same way for the sake of efficiency. Once you're in that math or engineering class at university, then you can be special and get creative.
Not true at all. The curriculum says nothing about knowing how to do something - only that you can do it. It doesn't care how you factor x²-4x+4, only that you can do it. That's why some teachers teach in completely different ways than others. It cares about being able to do it, not understanding it. Also you seem to greatly underestimate teachers. Teachers tend to be able to tell you exactly what issues every student in the class has from the ones who are too intelligent to the ones who barely know their multiplication tables.
Also the entire existence of an IEP proves your conformity wrong.
Common core, which is the standard, is the exact opposite of what you're talking about. That's why students get marked wrong for using old methods but getting the right answer. The current standard is teaching the methodology, and a teacher needs to know that the students know whatever methodology is being taught. And as far as the teachers, they do all know where their students' shortcomings are...that doesn't mean they have time to coddle Susie over there who can't be bothered to prove she's not cheating because she's omg-so-amazing-at-mental-math-like-really while they're dealing with Tom who needs extra help. Then add multiple classes in high school settings, and sometimes multipe subjects depending on the teacher. What it comes down to is, you're not too good to follow instructions when you're in a classroom setting, and if you can't or won't do that then you've earned the low mark.
The very fact that we have standardized testing shows that they don't care about how we do it, only that we can. Teachers create the quizzes, assignments, and tests for their class with the exception of standardized testing that is literally "Did you get the right answer?" We are even told that it is better to simply guess if we don't know because the teachers know that the answer matters rather than the method of getting the answer.
Your method of arguing is terrible as well. You simply keep bringing up points without trying to argue against points that have already proven you wrong.
Proofs. It should all be worked from proofs up. @sir_spiderman I'm sorry, but you are in a WORLD of butthurt if you don't show your answers. It's obvious right now, that's fine... but you have to practice and make it a point to illustrate every fucking step. Approach it like your teacher is a mongoloid and you have to break down literally EVERY step. And then have 4-5 different variations that prove the same answer and then an answer that can prove that there is no other possible answer.
Or just give up on math. If you can't do what I just said, you are in for a fucking long road.
I do show my work. It isn't anything difficult to do. Literally just writing down which both shows my work but also ensures that I answer it correctly. You are trying to say that something exists when it clearly doesn't exist. The CRCT and EOC tests are perfect examples of such. They are the tests you are required to take to prove you understand a topic. Wanna guess where I'm going with this? They are LITERAL tests that want to know if you got the right answer. They are pieces of paper where you only have to put in the correct answer.
You are the butthurt one as evident by the fact that you are justing raging like a 5 year old and are convinced you are right. You are asking someone for proofs, but ignoring every single piece of evidence I throw at you. You're like a fucking Creationist.
I would just draw a brain
Math seems to have two types of people: Those who are fluent and the ones who are broken. Those who are fluent in math can just solve any equation with a glance just because they understand it so fundamentally they don't even have to think. Kinda like how I don't have to think of the words I'm going to type before I'm typing them. The other type have to spend their time remembering the flow, deciding what words to use, and trying to understand if 'it's' is possessive or not (It isn't).
y = f(x)
y= 2x^4 - x^2 + 2x
dx/dy = ?
Then tell me all the zeros and limits.
Then give me dz/dy =
Then let me add cos, sin and tan when I introduce f(w)... or roots... or... fucking imaginary numbers.
And then Matrices because fuck your time.
Sorry... I hated calculus.
And that's before you ever actually APPLY any of it outside acceleration, speed and velocity.
Also the entire existence of an IEP proves your conformity wrong.
Your method of arguing is terrible as well. You simply keep bringing up points without trying to argue against points that have already proven you wrong.
Or just give up on math. If you can't do what I just said, you are in for a fucking long road.
You are the butthurt one as evident by the fact that you are justing raging like a 5 year old and are convinced you are right. You are asking someone for proofs, but ignoring every single piece of evidence I throw at you. You're like a fucking Creationist.