Re:Edo-period teens tackling math's toughest problems
by snowpid on Tuesday June 11, 2024 @04:50AM
(#40643992)
" Now let's make our anecdotes fight to the death. " Sure. Why do you, dear American, generalise across all Western nations in critic? Can you explain this very particular American trait?
Re:Edo-period teens tackling math's toughest problems
by wizzwizz4 on Tuesday June 11, 2024 @11:05AM
(#40647040)
Considering I'm not American, no I cannot. (I don't think they have a school "Year" system, though I'm not sure.)
As for why I generalise across "all Western nations": it's because the problem I describe is present in all the countries I listed, and while I have no information about the others, my theoretical model (incentives due to curriculums and exams) says it's probably present everywhere in this education system that's near-universal amongst… sigh… "Western" countries.
I'm glad your teacher supported you towards actual learning. My teachers supported me, too, as well as they knew how: I got to work from a Year 7 textbook for a few weeks in Year 5, and I got handed a curriculum-restricted calculus textbook when I kept asking why we had to memorise the constant-acceleration equations of motion. Whenever I asked for more, I consistently got told to wait until the next stage of education.
We had one lesson where we were given an open-ended problem from outside the curriculum – about balls bouncing around snooker tables – and asked to solve it. This was something I'd worked on before, and while I didn't quite have enough time to write down everything I could, I did get far enough that I got in trouble for being incomprehensible. (They could follow the beginning bit, but then the reading order instructions got too hard to parse. Don't know why: I made sure none of the arrow-lines were parallel for more than half the page, so you could follow them fairly easily with your eyes.)
Now let's make our anecdotes fight to the death.