ffirs.indd

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    • = 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



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