Axver (axver) wrote,

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A terribly mathematical day

I finished my Maths B assignment last term, even though it wasn't due until today. At last count, about half the people in my class have read my assignment in some form so that they can figure out how to do it for themselves. There's a few copies circulating out there ... and some people hadn't even started their assignments until last night! It was so funny when someone - I think it was Pat or Tom - complained about there not being enough time. I just yelled at them that they had an entire holiday to do it in, and that shut them right up! I still can't believe some people left it so late. There were a few people who hadn't finished ... and will most likely get an E because they don't have a good reason.

So this morning I got to school and printed off a final copy of my assignment with typos corrected and everything. This was just the start of a very mathematical day.

My teacher failed to show up to homeroom to mark the roll, which I find quite amusing indeed. It's so funny: people are such sheep. After the bell rang signifying the end of homeroom and the teacher had failed to show up, nearly my entire class waited around outside the class, waiting for some teacher to show up, even though everyone else was going off to class. They needed a teacher to herd them in the right direction. I just stood at a distance and watched. It was amusing.

So when they finally moved off a good few minutes later, I made my way to Maths C. Being the most mathematical of any subject you can take, this was of course going to be mathematical. When we asked Robbo if the stuff we're working on has any practical application, the simple answer was "no." It was very funny at the time. According to him, it's "maths for maths' sake" and according to the rest of us, it's thoroughly useless and impractical mathematical stuff. Bored mathematicians most likely find it enjoyable.

After that was SOR, the only non-mathematical class all day. It was quite interesting. We were learning about some of Sigmund Freud's theories, which proved to be intriguing.

Got To Kill A Mockingbird out from the library at morning tea. I'm looking forward to reading it.

Next class was Maths B. Today it was all about differentiation, derivatives, and stuff like that, and although it initially looked quite complex, I found it very easy, and by the end of it, I'd gotten into a mathematical mood and was quite enjoying myself. So I went off to Geography, only to find we were doing work relating to town planning that involved a bunch of formulas, so this suited my mood perfectly. And then the lunch bell went and, as usual on a Friday, I came home because I don't stay for sport.

Today I became aware of one problem in the schooling system that I view as quite severe. I missed yesterday's Maths B lesson on limits. I've had a bit of prior experience with limits, and not understood them at all. Today, some of our work related to these limits. But it didn't matter at all that I don't really understand them. I just did what I was told to do. We're not taught WHY something happens, we're just shown a process and that's it. We're just shown some method of solving problems, but not told exactly why some things are, what the practical use is, or anything. We just learn stuff with the ultimate goal of doing well on the end of term or end of semester exam, and that's it. Doesn't matter if we forget it after then. We're not taught WHY things are or to retain our knowledge of them, we just learn to pass the exams and that's it.

This situation shouldn't be.
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