Oh dear.

No.

No.

No, no, no.

No.

I know we went over this. I **know** we did.

Seriously, Mr. Khan. Gimme a ring next time, OK? I’ll talk you through it. I promise.

I’m easy to find.

(“Thanks” to Frank Noschese for alerting me.)

The mathematics I encounter in classrooms

Oh dear.

No.

No.

No, no, no.

No.

I know we went over this. I **know** we did.

Seriously, Mr. Khan. Gimme a ring next time, OK? I’ll talk you through it. I promise.

I’m easy to find.

(“Thanks” to Frank Noschese for alerting me.)

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My in-laws are looking at me funny. Probably because I loudly said, “WHAT?” and “this is needlessly complicated” while watching that video.

I mean, converting the percentage to a decimal wasn’t a bad idea, but I’d have written the intermittent step of turning the percent into a fraction out of 100 first. I can see students writing 5% as .5 and 100% as .100 based on the example in this video.

And factoring out a negative? What the actual f**k?

I just. I. Gah.

*headdesk*

Unfortunately, most folks don’t see a problem with this. It’s all about the “big picture” — he’s got thousands of videos! about everything! and they’re free!

Amazing! I never realized how poorly I was teaching my students! If I had known all along that what I should have been doing was making problems as complicated as possible, I could’ve started that on day one!

Next up: Calculating area of a circle using differential calculus!

It’s bizarre, for sure…but 3:25 just made me bang my head on a wall. Might be fun to have students critique this one as a class activity.

“Regroup in the numerator” WHAT? And FYI: the vast majority of my students who have mastered the distributive property to that extent – do not need help with the original problem.