My third grade teacher told me that negative numbers aren’t real.
Reflecting back on it thirty years later, it’s clear what she meant, but the poorly communicated statement and arguments she made were very upsetting to me, someone who at the time was very proud of having just learned the concept.
In the moment, I had the same reaction as you. Shortly thereafter, my mom - who was not at all a fan of that teacher - took my brother and me out of public school and we started homeschool.
Sometimes teachers repeat a lesson plan over and over, and a small innocuous statement grows in intensity with each retelling and each argument with students as the teacher digs in their heels, until it’s ballooned into something silly. I’ve also heard that suction and centrifugal force are a myth.
OK, I understand that you’re trying to make a point to better my understanding of the material you are currently teaching, but now I’m hung up on this weird thing you said. It usually comes down to something “the language to describe this thing is insufficient when expressed this way” but the way they say it is like “this concept is a lie, full stop, no more thinking.”
Maybe they initially wanted to use more definitive statements to make students listen in class or something.
I really wish teachers understood that the correct response to that is “yes, but that’s something you’ll be learning later, for now we’re going to not deal with that.” That’s how my Jr high math teacher dealt with me forgetting algebra and attempting to invent calculus because the rate of change seemed the easiest solution to the problem.
That said, I’ve met education students. You’ve got some bright people who really love kids or teaching, but you’ve got plenty of people who never really understood stem subjects. It was a revelation to learn that yeah a lot of grade school teachers don’t get math.
My third grade teacher told me that negative numbers aren’t real.
Reflecting back on it thirty years later, it’s clear what she meant, but the poorly communicated statement and arguments she made were very upsetting to me, someone who at the time was very proud of having just learned the concept.
In the moment, I had the same reaction as you. Shortly thereafter, my mom - who was not at all a fan of that teacher - took my brother and me out of public school and we started homeschool.
Sometimes teachers repeat a lesson plan over and over, and a small innocuous statement grows in intensity with each retelling and each argument with students as the teacher digs in their heels, until it’s ballooned into something silly. I’ve also heard that suction and centrifugal force are a myth.
OK, I understand that you’re trying to make a point to better my understanding of the material you are currently teaching, but now I’m hung up on this weird thing you said. It usually comes down to something “the language to describe this thing is insufficient when expressed this way” but the way they say it is like “this concept is a lie, full stop, no more thinking.”
Maybe they initially wanted to use more definitive statements to make students listen in class or something.
Yeah, I’ve been on the same page.
Fortunately I haven’t been in a formal classroom setting in years.
I really wish teachers understood that the correct response to that is “yes, but that’s something you’ll be learning later, for now we’re going to not deal with that.” That’s how my Jr high math teacher dealt with me forgetting algebra and attempting to invent calculus because the rate of change seemed the easiest solution to the problem.
That said, I’ve met education students. You’ve got some bright people who really love kids or teaching, but you’ve got plenty of people who never really understood stem subjects. It was a revelation to learn that yeah a lot of grade school teachers don’t get math.