So is it really helpful to just hear it again, or is it something like a vocabulary problem? I’ve had this same issue in science of *knowing* the procedure (and the instructions recited verbatim) for calculations, but not *understanding* why it works or where it comes from.

I think this kid just needed a little reassurance. He could say, for example, “We set the derivative equal to zero because we want to find an extreme, where the tangent line will be flat,” which either means he understands, or is really good at memorizing things that sound like understanding. But he’s not a typical student – usually when students feel like they don’t understand, it’s because they really don’t.

For me, I have the inverse problem when students have trouble with -3^2 vs. (-3)^2, especially when they write -3^2 when they should have written (-3)^2 and then in the next step write 9.

Regardless of the many ways I have of explaining the distinction between the two, invariably, I will have a student who still wonders why s/he had points taken off. After my explanations, the student will day, “I don’t get it.” My response is then, “Exactly.”

Yeah, that one’s a notational nightmare… I usually chalk it up to the convention that exponentiation gets evaluated before multiplication, so in some sense you’re looking at 3, first squared, then multiplied by negative one… do you happen to have a slicker way of justifying it?

Maybe we’re just quibbling over words, but I’d call that precedence a convention. It’s an appealing one (since exponentiation is in some sense repeated multiplication, it makes sense somehow to evaluate exponentiation first). But it’s still just a convention. An alien planet could use the reverse order (BASDMO, for example) and still have a perfectly valid system.

I have a student who says to me a lot, “I get it, but I don’t understand it.”

Priceless!

Glad you liked it. I wish all teaching was that straightforward!

So is it really helpful to just hear it again, or is it something like a vocabulary problem? I’ve had this same issue in science of *knowing* the procedure (and the instructions recited verbatim) for calculations, but not *understanding* why it works or where it comes from.

I think this kid just needed a little reassurance. He could say, for example, “We set the derivative equal to zero because we want to find an extreme, where the tangent line will be flat,” which either means he understands, or is really good at memorizing things that sound like understanding. But he’s not a typical student – usually when students feel like they don’t understand, it’s because they really don’t.

Yes…sometimes having someone repeat back to you exactly what you just said can be a gigantic confidence boost.

For me, I have the inverse problem when students have trouble with -3^2 vs. (-3)^2, especially when they write -3^2 when they should have written (-3)^2 and then in the next step write 9.

Regardless of the many ways I have of explaining the distinction between the two, invariably, I will have a student who still wonders why s/he had points taken off. After my explanations, the student will day, “I don’t get it.” My response is then, “Exactly.”

Yeah, that one’s a notational nightmare… I usually chalk it up to the convention that exponentiation gets evaluated before multiplication, so in some sense you’re looking at 3, first squared, then multiplied by negative one… do you happen to have a slicker way of justifying it?

It’s not just convention, it’s that exponentiation has higher precedence than multiplication. Don’t you teach order of operations (BODMAS/BIDMAS/)?

Maybe we’re just quibbling over words, but I’d call that precedence a convention. It’s an appealing one (since exponentiation is in some sense repeated multiplication, it makes sense somehow to evaluate exponentiation first). But it’s still just a convention. An alien planet could use the reverse order (BASDMO, for example) and still have a perfectly valid system.

I have a student who says to me a lot, “I get it, but I don’t understand it.”