What really matters in problem solving?

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Discussion Overview

The discussion centers on the relative importance of the answer versus the process in problem-solving, particularly in the context of education and practical applications. Participants explore various scenarios where either the final answer or the methodology may hold more significance, touching on concepts from mathematics and engineering.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Meta-discussion

Main Points Raised

  • Some participants argue that the process of problem-solving is crucial for learning and understanding, especially in educational settings, while others emphasize the importance of arriving at a correct answer in practical applications.
  • A participant suggests that the relevance of the answer or process may depend on the context of the question being asked, such as whether it is for immediate practical needs or for educational purposes.
  • Concerns are raised about the potential disconnect between understanding theoretical concepts and applying them correctly in practice, with examples of common mistakes in differentiation being cited.
  • There is a mention of the role of teachers and assessments in valuing both the process and the answer, with some participants questioning the effectiveness of current educational practices.
  • Clarifications are made regarding the meaning of "AP" (Advanced Placement) courses, indicating they are designed to be equivalent to introductory college-level courses.

Areas of Agreement / Disagreement

Participants express differing views on the importance of the answer versus the process, indicating that there is no consensus on which is more critical in problem-solving. The discussion remains unresolved with multiple competing perspectives presented.

Contextual Notes

Participants highlight the variability in the importance of process versus answer based on context, such as educational versus practical scenarios, but do not resolve the underlying assumptions or implications of these contexts.

Ebolamonk3y
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I want an honest opinion of this... so...

What matters more?

The answer or the process leading up to it?

For those who know Feynman or Ramanujan... you know their magician abilities...

Yet some people, especially teachers or AP exams, love for you to show everything, the work, and the answer is worth everybit as much as the process leading up to it...


So I wonder... Is the work a delusion? Some just keep solving problems without an answer... And the worse is when there is no "answer in the back of the book" that leaves one to doubt their "work" and "steps" and, the demon of all, "arithemtic mistakes." Yet, in the end, we get an answer or we get nothing... time passes, an answer, time passes, an answer or bunch of paper gone...

So...some can get lost in the little stuff and never come out of the mess... then what? is that really problem solving or just another pass time activity that yields nothing?

Ponder about that...


LOL, for me, if I just start cranking out Integrals in my head or with some weird method, I be a little scared...

Maybe not...


Chang
 
Mathematics news on Phys.org
Teachers of courses of the level I presume you are talking about (what is AP, apart from associated press?) have a different set of interests than Feynman et all and the level of maths there. Up to a certain point arithmetic is what counts as you're doing things which one day, as an engineer say, will be needed with accurate answers.

At the end of those courses where there is book work, and perhaps even calculator's are needed, the answer is important, you're learning to crank a handle, set up the model, solve it, and realize if the answer you've got is plausible. Important life skills.

If you're at the point where doing integrals is still important then you aren't doing pure maths of Ramunajan (which isnt' to say they aren't important but that solving them is dull). I haven't had to actually do an integral in the last 6 years and I'm a working mathematician (well, right now I'm a buggering around not working PhD student). And let's face it in applied if you're doing an integral chances are you've cranked up a computer to do it for you cos it's a little tricky.

You need to demonstrate that you've grasped the basics, and if you're good at the level of abstraction that occurs later chances are that you can do the bookwork in your sleep anyway.


A very common problem (scarily if you ask me, cos I wonder what some teachers actually do) is for people to say 'I understand the product rule, honest, but I can't differentiate xcos(x)sin(x)' so you see they don't actually understand something very important (not the product rule, I mean), so the examples can be useful for seeing where people aren't thinking clearly.
 
It depends upon the question and the reason you are asking it!

If I have a question that I need an answer to NOW and will never need to answer again (what needs to be done to fix my car?) then the answer is important- I'll hire someone who knows how to do it and not worry about how they do it. If the only reason you are asking the question is to learn how to answer similar questions (i.e. homework questions), then it is the process that is important, not the answer itself. I suspect most questions fall somewhere between.

(Of course, if you are asking this in order to be able to say to your teacher "See, I was using the right process, you shouldn't mark it wrong just because I made a silly mistake"- one thing you are trying to learn is: Don't make silly mistakes! Your teacher is helping you learn that.)

(One reason for silly little mistakes is not paying close enough attention- which is due to not caring enough about what you are doing.)
 
Matt,
AP- Advanced Placement. They're "college level" courses you can take in high school. Now you know :)
Rachel
 
AP is introductory college level. It's comparable (or at least it's supposed to be) to taking the beginning level class of the subject. Like AP Physics = Physics 101.

cookiemonster
 
****, I can't get anything right around here ;)
 
You certainly weren't wrong! I just didn't think you were specific enough...

cookiemonster
 
Exactly ;)
 
AP=work with Tensors...
 

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