Edward Barbeau
Abstract
We teach students many techniques. But do we encourage them to reflect on the ways in which a mathematical task might be performed? In grading solutions, I have the impression that many students have no sense of significance and fail to exploit factors that would abbreviate the work and evade complicated manipulations
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We teach students many techniques. But do we encourage them to reflect on the ways in which a mathematical task might be performed? In grading solutions, I have the impression that many students have no sense of significance and fail to exploit factors that would abbreviate the work and evade complicated manipulations
Key concepts: Exploit, Grading (engineering), Task (project management), Computer science, Mathematics education, Psychology, Engineering, Computer security