Many kids also hate programming. It's boring, sitting there in front of a screen all the time, typing in incomprehensible text that the computer throws back in your face because you missed a comma here or a semicolon there. There's a huge groupthink bias here in favor of programming as the solution to all problems here at Hacker News because we're all programmers and we tend to frame problems and solutions in a way that makes them amenable to solving via programming.
That's why I suggested that we need to figure out what sort of math education works, rather than suggesting a particular alternative. There is research showing what kinds of mathematical education is effective. I posit that we would be much better off asking for those results to be put into practice everywhere, rather than foisting yet another folklore-based curriculum onto our already overburdened teachers.
Comments
Programming can be really helpful for teaching mathematical thinking and reasoning. It's a fun way to approach the subject from a different angle.
Many kids hate math but might enjoy programming. It's important to engage students. They'll learn a lot more if they enjoy it.
Many kids also hate programming. It's boring, sitting there in front of a screen all the time, typing in incomprehensible text that the computer throws back in your face because you missed a comma here or a semicolon there. There's a huge groupthink bias here in favor of programming as the solution to all problems here at Hacker News because we're all programmers and we tend to frame problems and solutions in a way that makes them amenable to solving via programming.
That's why I suggested that we need to figure out what sort of math education works, rather than suggesting a particular alternative. There is research showing what kinds of mathematical education is effective. I posit that we would be much better off asking for those results to be put into practice everywhere, rather than foisting yet another folklore-based curriculum onto our already overburdened teachers.