![]() ![]() I think the problem is they want calculus in the curriculum and it is too late to be able to put it in context. At what points are the steepest uphills? Would you describe the slope of the road as 'very hilly', and why?" For example, for differentiation, one might ask "A road's height in meters as a function of the horizontal distance along the road in kilometers is defined as sin(x)cos(x)tan(x). It could be solved by having a part of every exam paper be never-seen-before applied problems. I often think it leads to students who do well in exams, but can't solve many real world problems. "Whenever there is a question about differentiating x^7, just put 7x^6 as the answer." They then get the students to try a few examples (x^3 becomes 3x^2, x^77 becomes 77x^76, etc), and thats the way every science-y subject is taught. It's because most exams and curriculums in the UK are so strictly defined that all questions are almost guaranteed to follow one of a small set of structures.Īnd schools have figured out that rather than teaching the subject from first principles, it's easier to get students to get high grades by teaching them each of the structures. ![]()
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