223
- = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9 ( )
% < > + - = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9
( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8
9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7
8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6
7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5
6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3
HHINTS FOR INTS FOR
LLEARNINGEARNING
We don’t all think the same way and we don’t all learn the same
way. When I was in teachers’ college, one teacher told me that if
70% of his students understood his explanation, the other students
had only themselves to blame if they didn’t. If most of his students
understood, the others should have understood as well.
Another teacher told me, when I explain something I can expect only
about 70% of my students to understand. Th ey don’t all think and
learn the same way. I have to fi nd other ways of explaining so that
the other 30% will understand as well. Th at has been my philosophy.
I keep explaining a principle until everyone understands.
Th e problem is that a student who doesn’t understand the teacher’s
explanation will generally think it is his or her own fault. Th ey think,
I must be dumb. Th e other kids understand, why can’t I? I’m not as
smart as the other kids or I don’t have a mathematical brain.
Th e same principle applies to learning from books. A book usually
has one explanation for each principle taught. If the explanation
AAppendix Hppendix H
bbapp08.indd 223app 08 .indd 223 1 1/5/07 11:37:32 AM/ 5 / 07 11 : 37 : 32 AM
- = x 0 1 2 3 4 5 6 7 8 9 ( ) % < > + - = x 0 1 2 3 4 5 6 7 8 9 ( )