Less students would drop out if you taught something meaningful rather than random mathematical equations.
What does E=mc2 have to do with the Pythagorean Theorem? Were you going to write: E=m(a2+b2) next? And since I spy the beginning of the linear equation, can we go for
E=(y-b)/x • (a2+b2) ?
Maybe it’s like for illustrative purpose “Today we’re talking equations. Here are some famous ones you’ve no doubt seen before, but in this lesson we’ll blah blah blah…”
Less students would drop out if you taught something meaningful rather than random mathematical equations.
What does E=mc2 have to do with the Pythagorean Theorem? Were you going to write: E=m(a2+b2) next? And since I spy the beginning of the linear equation, can we go for
E=(y-b)/x • (a2+b2) ?
Maybe it’s like for illustrative purpose “Today we’re talking equations. Here are some famous ones you’ve no doubt seen before, but in this lesson we’ll blah blah blah…”
uh? Is she teaching fifth graders?
I was unaware students so young could “drop out”
oh, I get it. “Math for Journalism Majors!”
Even less would drop out of you taught totally naked.