A smart friend (whose permission I have not asked) read an article of mine that will be published in Mathematics Teaching in the Middle School sometime soon. The article is based on my NCTM talk last spring, titled “They’ll Need It for Calculus”.
This friend asked by email:
For clarification: are you arguing that the sorts of problems that you point to will help students better understand calculus, or that these sorts of problems will help students do better in their calculus classes?I was pretty sure that you were making the first argument, but not the second.
My reply, which I stand by, is this:
That these two things are different from each other is a pretty damning critique of the whole affair, is it not?
You know what will help them do well in their calculus classes? Memorizing about 20 of these: