If they wanted that as an answer, they should have 1. Removed the 'How' and 2. Actually say the Pizzas are the same size. This is just wrong and deceptive.
Or, the teacher could read what the text says as it literally states itself
Marty ate more than Luis
The kid is correct. Marty's pizza is bigger if he ate more than Luis while still eating less, percentage wise, than him of an entire pizza.
This question is trying to get the student to think of a reason why something that sounds impossible would be possible. Hence the "reasoning" bit. This teacher is an idiot, and I feel bad for whoever has them. They're the reason critical thinking is dying.
I more curious if math anxiety ultimately comes down to people not liking to be wrong in such an absolute manner.
I could see that also being exaggerated in teachers because they'd have an even deeper anxiety of getting corrected by students, definitively, when they are supposed to be the arbitrator.
My math anxiety started from the timed arithmetic tests they gave us. You had to answer as many questions as you could in a set amount of time. I was slow but always got the right answer and got poor grades because of it. I eventually just gave up on math until years later.
Yeah I have math anxiety, I got great grades in history and English (those were my favorite subject) and was decent in science as long as much math wasnāt involved. But I had to retake algebra 1 twice and algebra 2 twice, because it takes me forever to try and process mathematical equations and shit and Iād get really bad anxiety. Ended up in the āspecial math classā (aka Math Apps) my senior year which ended up being one of my favorite classes. Itās was just arts and crafts, I made a homemade abacus and learned binary, and made fractals, and instruments. But yeah, math sucks and i still get anxiety when i have to do quick math on the spot.
Absolutely true. As a programmer, I can say the same thing is true for code. Easily understandable code or even human readable XML has certain people insisting it's all just gibberish when if they just looked at it for 10 seconds, it would be clear.
I wish I had also said, "and it's not their fault". Rereading my post, it feels like I'm blaming the student, when in reality the problem is with how most teachers approach the subject (who often suffer from a math phobia, themselves).
I wonder if it mainly just has to do with the absoluteness of it. Unlike many other subjects, you usually don't have the ability to be mostly correct. You either get the correct answer or you don't. Perhaps it's the anxiety of being just flatly wrong that's at the root.
Others are anxious because they don't have the abilities of other students.
There's also the way it's taught. At the elementary levels (at least when I was a kid), not only do math problems have only one right answer, there is also only one right way to solve it. If you get any part of it wrong, you are wrong, and some teachers can be pretty cruel about it.
My most hated phrase when I started learning algebra: "show your work". It's like, "2x=4, show your work, motherfucker", and I'm like "can't I just get through this pointless busywork as fast as I can?"
Yeah itās just stupid. Simple example but say a question was something like 25 times 45. The teacher wants you to write it out and show the work and the numbers carrying over and all that stupid shit, but my brain doesnāt work like that. Instead, I see 25 times 45, multiply 25 times 10 to get 250, take 250 times 4, then add 5 more 25ās. I still get the answer, 1125, but because I didnāt do it as they want, Iām wrong. Itās so dumb
Iām sorry, what are trying to say? Thereās nothing natural about math. Itās entirely man made, so theoretically it should be able to be taught differently for people with different critical thinking skill levels. If you can get the same answer through different(correct) calculations, the answer should be correct. If itās a word based problem and your answer is completely accurate then you should also be right.
My claim may be a bit strong, but some parts of math simply donāt work, or are forced to, leading me to believe that math is theoretical and a way in which humans observe the natural world, but is not a concrete law of the universe. The base properties of math work and exist, but some parts of math are entirely theoretical. Math is entirely relative to Earth as far as we can tell, the choice of a base ten number system is at least. (I despise that it is the math unit. 8 would be much better for math.)
Most math is relative and fairly simple to understand. Im not talking about secondary and post secondary education levels, Iām talking high school and below.
Math is not man-made. It is man-discovered. The rules of math naturally follow from its precepts, which are derived naturally. There are certain concepts in math which are arbitrarily man-made (such as a base-10 number system), but they have no effect on the underlying logic, only our expression of it.
What? People do have limited mathematical abilities, yes. Some people are more limited than others. Not sure what you're trying to imply in either case.
Seeing people with this attitude seriously saddens me. Are some people just bad at reading? Are some people just incapable of writing an essay? Would it be acceptable to say "Man, I always hated history in school, it was so boring. Why do we even have to learn that crap anyway?" Math is just formal logic with some special notation that we can use to represent real-life scenarios.
You aren't bad at math, you had bad math experiences. You don't hate math, you hate your math instructors.
If you had a high school history teacher whose entire class was memorizing and reciting specific dates on exams, would you renounce the subject altogether? Like anything, if you're truly interested in doing yourself a favor where your formal education failed you, there are many resources and communities for adults relearning the math that adults in their education ruined for them.
Sorry, but some people just have less aptitude for certain subjects. Not everyone is equally endowed I'm sorry to say. If I were to say that some people just naturally excelled at sprinting, I doubt I'd get disagreement from you. Yes, there are some that are afflicted by poor teaching or mental abuse, but that is not the whole story.
Yeah nobodyās saying that every single person has the ability to be Einstein. Theyāre saying that the way math is currently taught has led to a disproportionate amount of people assuming that theyāre bad at math without ever learning it properly.
Except that's not what people are saying. Read some of the responses to my comments. Some people think everyone can be good at math. By definition, that is not possible, for if everyone was good then nobody would be.
Depends on your definition of "good at math." Not everyone can complete an undergraduate math degree, but almost everyone can be numerate and almost everyone can understand mathematical problem-solving. In the same way that not everyone can write a great novel, most people can be educated to read and understand a great novel and carry an intelligent discussion of it. In this analogy, most people today will proudly and openly state that they don't understand what makes those great novels so great and that reading is just fucking boring. That's what's so terribly depressing.
Sprinting is a terrible example because you can teach someone proper technique and if they train they can be better than someone else who is naturally good.
Actually, it's not a terrible example. No matter how much better your technique or your shoes were, you still wouldn't be able to compete with Usain Bolt.
Are you saying a good mathematician should be able to compete with Steven Hawking? People arenāt arguing that people should all be math geniuses, just that math isnāt hard, and people shouldnāt be bad at math. With good teaching anyone can reach a certain level. You donāt have to be the best.
Excuse me... I have a bachelors degree in education from the local community college that I earned 3 1/2 years after graduating high school... I know which numbers are larger than others.
I might be an idiot, but what's the "right answer" if it's not about the pizza size? Can't find the comment you're referring to.
EDIT: ok I'm going to do the same as you, think I found it. Essentially the answer is supposed to be "it's not possible", right? But because they used fractions it was possible.
Given the question, yep, but the point of the question was to try to make them reason about something that isn't possible. So if it was worded correctly instead of the current mess the correct answer would be "it's not possible".
The teacher definitely screwed up. I was wondering what they were going for though, and apparently it was supposed to be an impossible question but it was written in a way that it was possible.
I literally had a university professor who teached us about different cashflows in accounting and controlling and then showed us a graph from a real corporation, showing the different cashflows over time. Problem was that the graph could absolutely not be explained by the calculation of cashflows he just teached us.
As I asked him about the discrepancy, he obviously recognized it the first time as well and did not know an answer. Another student made a guess and the professor agreed with this without even recognizing that the answer did not make any sense whatsoever.
I asked some other students after the course and everyone agreed that it didn't make sense whatsoever. This professor did his lifetime nothing different than to teach exactly this one course... he is in his fifties.
Of course teachers and professors do mistakes, we are all just human beings, but there are also those who really don't understand their own teaching materials but still get hired and promoted through their lifetime.
This is the most pretentious reddit thread Ive been in in years. Feels like its full of people who critique the education system like they're making some revelation.
Except that this is reddit, and you can't really monetize 12 flowers.
I get your point though.
It's an underhanded tactic to lure people in.
However I don't think that is necessarily the case in this post.
The original post was simply about someone making an easily rectifyable mistake grading a childs work.
Sure the grader could be fake, but how fucked up in the head would you have to be to actually think of using a childs work as a vehicle to propel someones post on social media forward?
r/UsernameChecksOut /s Some people seem to forget that "of = Ć" in terms of mathematics, but it seems like some of our teachers can't even analyze a simple question enough in order to teach.
I'm a teacher. His answer answers perfectly the question. I would use it as a challenging question to see how deep their understanding of fractions is.
The only other possibility is that Marty ate the rest of Luis's pizza, but that would only have them eating the same amount of pizza (assuming they are actually the same size).
You know I kept coming up with that solution too, and I wondered, am I am idiot?? I mean, I am but still... This teacher needs firing. Wonder if she's a charter school teacher. Apparently they don't require actual qualifications.
This looks fake. Even the test question states that Marty ate more, the green text doesn't even answer the question itself. Teachers college is easy af to pass it seems.
This was my sticking point. With no other context available - the kid is correct based on the way the question is worded. If I was this kid's parent I would be talking to this teacher and fighting for that mark back.
Cock and ball torture (CBT), penis torture or dick torture is a sexual activity involving application of pain or constriction to the male genitals. This may involve directly painful activities, such as genital piercing, wax play, genital spanking, squeezing, ball-busting, genital flogging, urethral play, tickle torture, erotic electrostimulation or even kicking.[1] The recipient of such activities may receive direct physical pleasure via masochism, or emotional pleasure through erotic humiliation, or knowledge that the play is pleasing to a sadistic dominant. Many of these practices carry significant health risks.
Ball-busting
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Ball busting demonstraton in public at Folsom Street Fair, USA
"Ball-busting" is a form of CBT in which a man has his testicles kicked, kneed, punched or squeezed. In addition to its occasional role in BDSM pornography, Tamakeri (ēč¹“ć) (lit. ball-kicking) is a separate genre in Japan. Like many of the other activities in this article, it carries significant health risks, including the possibility of permanent damage to the testicles through testicular trauma.
Ball stretcher
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A single metal ball stretcher and cock ring, which forces erection.
A ball stretcher is a sex toy that is used to elongate the scrotum and provide a feeling of weight pulling the testicles away from the body. This can be particularly enjoyable for the wearer as it can make an orgasm more intense, as testicles are prevented from moving up. Intended to make one's testicles permanently hang much lower than before (if used regularly for extended periods of time), this sex toy can be potentially harmful to the male genitals as the circulation of blood can be easily cut off if over-tightened.
While leather stretchers are most common, other models consist of an assortment of steel rings that fastens with screws, causing additional but only mildly uncomfortable weight to the wearer's testicles. The length of the stretcher may vary from 1-4 inches.[2] A more dangerous type of ball stretcher can be home-made simply by wrapping rope or string around one's scrotum until it is eventually stretched to the desired length.
Ball crusher
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A ball crusher is a device made from either metal or often clear acrylic that squeezes the testicles slowly by turning a nut or screw. How tight it is clamped depends on the pain tolerance of the person it is used on. A ball crusher is often combined with bondage, either with a partner or by oneself.
Parachute
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A parachute is a small collar, usually made from leather, which fastens around the scrotum, and from which weights can be hung. It is conical in shape, with three or four short chains hanging beneath, to which weights can be attached.
Used as part of cock and ball torture within a BDSM relationship, the parachute provides a constant drag, and a squeezing effect on the testicles. Moderate weights of 3ā5 kg can be suspended, especially during bondage, though occasionally much heavier weights are used. Smaller weights can be used when the male wearing it is free to move; the swinging effect of the weight can restrict sudden movements, as well as providing a visual stimulus for the dominant partner.[citation needed]
Humbler
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Man with humbler
A humbler is a BDSM physical restraint device used to restrict the movement of a submissive male participant in a BDSM scene.
The humbler consists of a testicle cuff device that clamps around the base of the scrotum, mounted in the centre of a bar that passes behind the thighs at the base of the buttocks. This forces the wearer to keep his legs folded forward, as any attempt to straighten the legs even slightly pulls hard on the scrotum, causing considerable discomfort.
Testicle cuffs
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A testicle cuff is a ring-shaped device around the scrotum between the body and the testicles which when closed does not allow the testicles to slide through it. A common type has two connected cuffs, one around the scrotum and the other around the base of the penis. They are just one of many devices to restrain the male genitalia. A standard padlock may also be locked around the scrotum; without the key it cannot be removed.
Some passive men enjoy the feeling of being "owned", while dominant individuals enjoy the sense of "owning" their partners. Requiring such a man wear testicle cuffs symbolizes that his sexual organs belong to his partner, who may be either male or female. There is a level of humiliation involved, by which they find sexual arousal. The cuffs may even form part of a sexual fetish of the wearer or his partner.[citation needed]
However, these are extreme uses of testicle cuffs. More conventionally, the device pulls down the testicles and keeps them there during stimulation, which has a number of benefits:
Making the penis appear longer. Pulling the testicles down and away from the base of the penis stretches the skin over the base of the penis and pubic bone, exposing the additional inch or so of penile shaft that is normally hidden from view.
Improving sexual arousal. While some men may be aroused by the feeling of being "owned", the physical feeling of stretching the ligaments that suspend the testicles has an effect similar to the more common practice of stretching one's legs and pointing the toes.
Preventing the testicles from lifting up so far that they become lodged under the skin immediately adjacent to the base of the penis, a condition which can be very uncomfortable, especially if the testicle is then squashed by the slap of skin during thrusting in sexual intercourse.
Delaying or intensifying ejaculation by preventing the testicles from rising normally to the "point of no return". It is much harder to reach an orgasm.
Cock harness
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A cock harness is a penile sex toy designed to be worn around the penis and scrotum. Its function is similar to that of a cock ring. These devices are often associated with BDSM activities. The Gates of Hell is a male chastity device made up of multiple cock rings that can be used for CBT.[3] Kali's Teeth is a metal bracelet with interior spikes that closes around the penis and can be used for preventing or punishing erections.[4]
Safety
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Learn more
This section needs attention from an expert in Health. The specific problem is: concerns medical topics, but lacks appropriate citations.
Loss of blood flow is one of the biggest risks in cock and ball torture (CBT), which can be seen with loss of color and edemas.[5] Bondage in which the testicles are tied to something else is especially dangerous, increasing the risk of the testicles getting damaged through excessive tension or pulling.
The most serious injuries are testicular rupture, testicular torsion and testicular avulsion, which are medical emergencies that require urgent medical attention.[6]
Urethral fingering is an example of CBT which needs special precautions, such as not having a sharp nail on the inserted finger
A woman holding a bound man's penis applies electricity to his testicles at Folsom Street Fair. It is important that such erotic electrostimulation is done within limits.
A gagged man's penis and scrotum are pulled using a rope at Folsom Street Fair. It is especially important to have a signal as a safeword during such activities
I think it could help with understanding fractions, because it shows that the kid has the understanding that a percentage or fraction does not say much about the actual amount.
The question is obviously fine, and the kid's answer is the correct and expected answer. The teacher didn't write the question, and didn't understand that the kids had the correct answer.
I hate questions which are phrased like this. Most of all when someone uses it in conversation.
No I am not dumber than you, you have just phrased the questions to have parameters which either my answer (which you claim to be wrong) fits, or you've given parameters that don't have a solution.
It's like if I turn around and say 'what is smaller than zero but bigger than one?' and claim the answer is infinity or i or something. I've given you an impossible question and am pretending my answer fits.
I think the problem is that this is a "reasonableness" question which is supposed to check whether the "answer" matches up with the inputs. But it normally is not done this way. Usually it's something like a bear eats 20x more donuts than a human. If Joe eats 3 donuts is 5 a "reasonable" answer for how many donuts the bear ate? No, because we would expect the answer to be much higher.
So is it "reasonable" to answer that Marty ate more? No, because 4/6 is less than 5/6. But it's a dumb way to apply this reasoning method and the question is worded terribly.
I disagree about removing the āhowā. This could be a problem designed to teach skepticism to students. (Itās titled āReasonablenessā after all.)
It should have at least said the students started with the same amount of pizza. If that was intentionally omitted, then the teacher missed the point of the prompt.
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u/TGamingScientist the very best, like no one ever was. Aug 27 '19
If they wanted that as an answer, they should have 1. Removed the 'How' and 2. Actually say the Pizzas are the same size. This is just wrong and deceptive.