1 / 12

# Why do we teach what we teach in schools? - PowerPoint PPT Presentation

Why do we teach what we teach in schools?. Lee Peng Yee 25-11-2008 Singapore. What is the area of a circle?. A = π r² A = ( π /4)d² d = diameter A = ½ cr c = circumference Why do we teach the poorest formula among the three?.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about ' Why do we teach what we teach in schools?' - camden-patterson

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

### Why do we teach what we teach in schools?

Lee Peng Yee

25-11-2008 Singapore

• A = πr²

• A = (π/4)d² d = diameter

• A = ½ cr c = circumference

Why do we teach the poorest formula among the three?

### What happened in the past led to what school mathematics is today

• Spherical and other geometries spelled the fall of Euclidean geometry.

• Cartesian coordinates served as a bridge for the migration to take place from geometry to algebra.

• David Hilbert saved and killed Euclidean geometry.

• Algebra came from the Arab world and in time dominated school mathematics.

• In the years 1600 to 2000 geometry turned algebraic and algebra went structural and numerical.

• Chinese learn mathematics differently and they learn how before they learn why.

### We must also look into the future to learn what we should do today

• The fourth milestone in mathematics education after Euclidean geometry, calculus, pure mathematics is computation.

• The marriage of geometry and calculus gave birth to differential geometry.

• Mathematical models are no longer restricted to physical sciences.

• Mathematical tools go from exact to approximate and further to stochastic.

• Rich in content and rich in examination questions

• For computation and for rigour

• For assessment though not assessment alone

• For knowledge and for the use of knowledge

• What we can relate to

• Statistics is a misfit

• Certain concepts must be taught early

• For workplace

### END

pengyee.lee@nie.edu.sg