Bad pedagogy is when you say that one method is right, which is what I’m complaining about.
Students should be encouraged to figure out what approach works for them. For example, if you’re multiplying 19x3, some students might think 19x3 = 30+9x3 = 30+27 = 57, and other students might think 19x3 = (20-1)x3 = 20x3-1x3 = 60-3 = 57.
Telling students that one of these ways is the way you SHOULD multiply—that’s bad pedagogy.
Knowing multiple approaches to solve the same problem is only something we really ask for math majors. It’s not something you’re expected to do until you get to topics like analysis or abstract algebra, where you’re asked to prove that different constructions have the same structure.
Students should be encouraged to figure out what approach works for them. For example, if you’re multiplying 19x3, some students might think 19x3 = 30+9x3 = 30+27 = 57, and other students might think 19x3 = (20-1)x3 = 20x3-1x3 = 60-3 = 57.
Telling students that one of these ways is the way you SHOULD multiply—that’s bad pedagogy.
Knowing multiple approaches to solve the same problem is only something we really ask for math majors. It’s not something you’re expected to do until you get to topics like analysis or abstract algebra, where you’re asked to prove that different constructions have the same structure.