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Expectations for the 2021 season
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<blockquote data-quote="jgtengineer" data-source="post: 807326" data-attributes="member: 3094"><p>I'd argue that football players in general already have the mind for math. Even if they do not know it. Think about it, think about all the patterns and rules you have to apply in just about every position the only one you don't really have to be able to read (whole formations on the field edit for clarity) in to do your job is potentially a defensive lineman. Algebra is also not hard when its presented in equation form. The main issue with our algebra instruction is the problems do not look like this when kids first encounter them.</p><p></p><p>2x +8 = 18 solve for x</p><p></p><p>they look like this.</p><p></p><p>Billy has twice the apples as Sally, and Jim has 8 apples. together they have 18 apples how many apples does sally have?</p><p></p><p>These are two completely different skill sets and combining them (especially when reading comprehension skills are lower for poorly educated people) hinders the learning of math by obfuscating it. If a lot of kids were simply shown the equations and the "tricks" first then problem solving was taught later the true dyscalculics would be easier to spot.</p><p></p><p>Dyscalculia can also manifest in spelling issues because its more about the inability to apply patterns. But think about it in calculus 1 what did you start with? My bet is like most it was limits and even more likely proofs of limit theory and discrete differentiation. Often mixing LaGrange and Leibniz notation. But the truth is Discrete differentiation is much more intimidating than boundless. Just like in the first example discrete differentiation is the word problem. You have to think about how you are going to describe a function in terms of another to arrive at a specific value. To do this you end up turning everything into an algebra problem without really knowing why you are. Simply learning the different "tricks" of non discrete differentiation allows someone to learn how functions relate with a very small subset of tools and patterns. Then you can teach how to do it for targeted values. (ironically at least when i learned Integration was taught this way... with indefinite being before Series and Riemann sums but that was just my instructor doing that not how it was laid out in the book).</p><p></p><p>As you said minds work differently but the way we teach is... well very bad for most non self learners.</p></blockquote><p></p>
[QUOTE="jgtengineer, post: 807326, member: 3094"] I'd argue that football players in general already have the mind for math. Even if they do not know it. Think about it, think about all the patterns and rules you have to apply in just about every position the only one you don't really have to be able to read (whole formations on the field edit for clarity) in to do your job is potentially a defensive lineman. Algebra is also not hard when its presented in equation form. The main issue with our algebra instruction is the problems do not look like this when kids first encounter them. 2x +8 = 18 solve for x they look like this. Billy has twice the apples as Sally, and Jim has 8 apples. together they have 18 apples how many apples does sally have? These are two completely different skill sets and combining them (especially when reading comprehension skills are lower for poorly educated people) hinders the learning of math by obfuscating it. If a lot of kids were simply shown the equations and the "tricks" first then problem solving was taught later the true dyscalculics would be easier to spot. Dyscalculia can also manifest in spelling issues because its more about the inability to apply patterns. But think about it in calculus 1 what did you start with? My bet is like most it was limits and even more likely proofs of limit theory and discrete differentiation. Often mixing LaGrange and Leibniz notation. But the truth is Discrete differentiation is much more intimidating than boundless. Just like in the first example discrete differentiation is the word problem. You have to think about how you are going to describe a function in terms of another to arrive at a specific value. To do this you end up turning everything into an algebra problem without really knowing why you are. Simply learning the different "tricks" of non discrete differentiation allows someone to learn how functions relate with a very small subset of tools and patterns. Then you can teach how to do it for targeted values. (ironically at least when i learned Integration was taught this way... with indefinite being before Series and Riemann sums but that was just my instructor doing that not how it was laid out in the book). As you said minds work differently but the way we teach is... well very bad for most non self learners. [/QUOTE]
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