crossposted from a numberwarrior thread
*At least when I was at school we were correct in writing “Answer = “, even though the teachers hated it!*/— howardat58, upthread.
i’m more likely to’ve encouraged this behavior
than to’ve “hated” it.
but “Answer” is a pretty awkward variable-name
so, given a chance, i’m also likely to’ve made it
as plain as i could find a way to do that what i’d
*really* like to see is a clear
A = …. messy expression to be simplified
right at the beginning and *then* the
A = Simplified-Version-i.e.-“Answer”
bit at the end. which gives a presentation
clearer than one is likely to find on the
blackboards unerased by the previous
because “define variables (with units) precisely”
is a *major* sticking point for *many* students
and i’m not just talking about Remedial Algebra.
one of my favorite-ever calculus tutees
refused my excellent advice on this subject
but without it, we simply *cannot* organize
our presentations coherently.
she finally… same calc ii student here…
couldn’t endure my continual insistence
on keeping equations balanced as she
wrote out her calculations. we broke up
the attitude seems to be “it’s all just
ritual-process calculation anyway
until i can get the Answer”, whereas
of course one seeks to instill instead
something like “the Answer is itself
a collection of equivalent statements
(leading to the value of a variable)”.
“scratch” work is *obviously* the enemy of clarity
once one is made to *grade* the work.
and not just clarity of *presentation*.
having calculated out some expression,
let’s say correctly, one is in the position
of having to *do something* with the result.
but without the whole A = Answer format…
a “proof”, if you will… one is left with a
bunch of area-on-the-page with certain
code-strings (and scattered english)
bearing no particular *stated* relation
to one another at all.
and if Answer = “the thing i want to see”
i’m very likely to give ’em full credit.
but that won’t make it good work.