Spanish students fail math photo PISA report and the government will “incentivize” (pay more) teachers who teach them more closely to life. Those of us who grew up wondering what rough logarithms are for and complain about not using teaching after the rule of three cannot object to what the government calls – to save on pedagogical kitsch – “socio-emotional teaching”. “Socioemotional mathematics” has dual learning as a “partner” – theory in the classroom, practice in the environment – and “effectiveness” Avoid rejection of this discipline and the anxiety that results, or vice versa.
As far as I can remember, I never rejected mathematics; They rejected me. Once you have mastered the four rules (addition, subtraction, multiplication and division) and have a great start to learning “contemporary mathematics” Set theory became more elusive than incomprehensible: it glimpsed the light… but could not hold it. The key to learning is to “grasp” (learn, understand, comprehend): what you cannot grasp remains as it came.
In mathematics, each new piece of knowledge builds on the previous one and will build on the next one, so the further the course progresses, the greater the learning deficit becomes, laboriously extended lesson by lesson. The brown table top was the loser’s green mat for my student. Over the years this idea has become popular You don’t learn badly, but you teach badly. There are no bad students, only bad teachers. I doubt it. My brother was the best private math teacher thousands of students ever had. His failure with me was kept a family secret to avoid biblical consequences. Mathematics taught me to accept that I didn’t know how to solve problems, and from their explanations I learned that I didn’t know how to face problems either. This mathematics teaching, which blends theory and practice, is highly socio-emotional. Being equally psychosocioaffective, more unpleasant.