- Homework is for the benefit of the student. (And as a real-time feedback mechanism for the instructor.)
- Students should check their own workhomework.
- Homework difficulties provide "teachable moments".
- Students should be learning from their textbook, in class, and while doing homework. Students should not be cramming for mid-terms.
- Whether students have done their homework should be obvious to their classmates; failure to learn from homework will result in doing badly on mid-terms.
- Frequent mid-terms can provide the bulk of the grading.
- Final exams are a sanity check that the material was solidly learned earlier in the course. Students should not be cramming for finals.
- Homework is for the benefit of the student. (And as a real-time feedback mechanism for the instructor.)
- Students should check their own work.
- Homework difficulties provide "teachable moments".
- Students should be learning from their textbook, in class, and while doing homework. Students should not be cramming for mid-terms.
- Whether students have done their homework should be obvious to their classmates; failure to learn from homework will result in doing badly on mid-terms.
- Frequent mid-terms can provide the bulk of the grading.
- Final exams are a sanity check that the material was solidly learned earlier in the course. Students should not be cramming for finals.
- Homework is for the benefit of the student. (And as a real-time feedback mechanism for the instructor.)
- Students should check their own homework.
- Homework difficulties provide "teachable moments".
- Students should be learning from their textbook, in class, and while doing homework. Students should not be cramming for mid-terms.
- Whether students have done their homework should be obvious to their classmates; failure to learn from homework will result in doing badly on mid-terms.
- Frequent mid-terms can provide the bulk of the grading.
- Final exams are a sanity check that the material was solidly learned earlier in the course. Students should not be cramming for finals.
I have taken math classes (and math-heavy classes) in a wide range of formats. These formats included independent study, large lectures with recitation sections, small seminars, and individual tutoring. I have taken classes in public schools, community colleges, MIT departments, and MIT's Experimental Study Group. Fortunately, I did not take any math classes from MIT's Math Department, though I have informally tutoredknew many students who did. I personally have performed and published an applied math project that took several months -- but this project was not part of my undergraduate education.
I have taken math classes (and math-heavy classes) in a wide range of formats. These formats included independent study, large lectures with recitation sections, small seminars, and individual tutoring. I have taken classes in public schools, community colleges, MIT departments, and MIT's Experimental Study Group. Fortunately, I did not take any math classes from MIT's Math Department, though I have informally tutored students who did. I personally have performed and published an applied math project that took several months -- but this project was not part of my undergraduate education.
I have taken math classes (and math-heavy classes) in a wide range of formats. These formats included independent study, large lectures with recitation sections, small seminars, and individual tutoring. I have taken classes in public schools, community colleges, MIT departments, and MIT's Experimental Study Group. Fortunately, I did not take any math classes from MIT's Math Department, though I knew many students who did. I personally have performed and published an applied math project that took several months -- but this project was not part of my undergraduate education.
In the United States, scientists and engineers are trained in how to handle large scalelong-term projects as part of their technical writing classes, laboratory classes, design classes, and thesis-writing classes. They start with writing 1-5 page papers, with executive summaries. They work up to 20 page laboratory write-ups, design documents, and business plans. By their senior year of college, they write 30 - 50 page theses. Master's theses and Ph.D. theses are much longer.
In the United States, engineers are trained in how to handle large scale projects as part of their technical writing classes, laboratory classes, design classes, and thesis-writing classes. They start with writing 1-5 page papers, with executive summaries. They work up to 20 page laboratory write-ups, design documents, and business plans. By their senior year of college, they write 30 - 50 page theses. Master's theses and Ph.D. theses are much longer.
In the United States, scientists and engineers are trained in how to handle long-term projects as part of their technical writing classes, laboratory classes, design classes, and thesis-writing classes. They start with writing 1-5 page papers, with executive summaries. They work up to 20 page laboratory write-ups, design documents, and business plans. By their senior year of college, they write 30 - 50 page theses. Master's theses and Ph.D. theses are much longer.