Discussion Overview
The thread discusses various frustrations and "pet peeves" related to definitions, teaching methods, and conventions in mathematics and science, particularly focusing on the order of operations and its implications in education. Participants express their views on how these issues affect understanding and learning in both pure and applied mathematics.
Discussion Character
- Debate/contested
- Conceptual clarification
- Exploratory
Main Points Raised
- Some participants express frustration with the teaching of BODMAS and PEMDAS, arguing that if the order of operations is not clear, brackets should be used to eliminate ambiguity.
- One participant shares an anecdote about a viral math question that highlighted widespread misunderstanding of order of operations, questioning the validity of a "correct" answer in such cases.
- Another participant critiques the separation of pure and applied mathematics in education, suggesting it fosters unnecessary competition and animosity.
- Concerns are raised about the convention that the square root symbol indicates only the positive root, which some participants feel is often misunderstood by students.
- A participant reflects on their own learning experience with order of operations, seeking clarification on why it is considered a "mathematical mess." They request examples to better understand the issues raised.
- Some participants challenge the necessity of certain conventions in mathematics, arguing that they can lead to confusion and that a deeper understanding of mathematical concepts should take precedence over rote rules.
- There is a discussion about the implications of teaching order of operations as a foundational concept, with some questioning whether this emphasis is justified or beneficial.
Areas of Agreement / Disagreement
Participants generally express disagreement on the effectiveness and clarity of teaching methods related to order of operations and mathematical conventions. Multiple competing views remain regarding the best approach to mathematics education, and the discussion does not reach a consensus.
Contextual Notes
Participants highlight limitations in current educational practices, including potential misunderstandings stemming from the separation of mathematical disciplines and the reliance on conventions that may not be universally understood.