That's likely due to a difference in how we approach maths from actual mathematicians. We use maths as a tool, and learning the methods suffices for our purpose. We're not mathematicians, so obviously our understanding of the actual maths will pale in comparison.(Original post by WishingChaff)
I have taught engineers mathematics at university, and I find it incredibly worrying that many of the students attitudes are to simply learn the methods in order to pass the exam, rather than understand the material.
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Should we all face the fact non STEM subjects are inferior to STEM watch
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Smack
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- 03-01-2015 00:05
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WishingChaff
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- 03-01-2015 00:23
I entirely agree to this. However, where I think the confusion lies is when we call courses Mathematics (e.g. A-level) and not by what they actual consist of. It is not called "Mathematical Tools". This can also happen at degree level. I completely agree that an engineering/mathematics department can teach a course on the applications of pure math (and need not delve into the theory). This can then be called something like Engineering Mathematics. But, when students are taught a course in Differential Equations/Calculus, they should be expected to understand the theory regardless of their intentions in which to apply this mathematics.
My concern with the previous poster was more about the difficulty of the subject rather than how it is taught. I cannot see how an argument consisting of "I can't do this subject, so the subject must change" helps anyone. It simply deludes students into their ability to tackle the subject and disillusions other students into what the subject actually consists of.
(Original post by Smack)
That's likely due to a difference in how we approach maths from actual mathematicians. We use maths as a tool, and learning the methods suffices for our purpose. We're not mathematicians, so obviously our understanding of the actual maths will pale in comparison. -
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- 03-01-2015 01:53
(Original post by WishingChaff)
I entirely agree to this. However, where I think the confusion lies is when we call courses Mathematics (e.g. A-level) and not by what they actual consist of. It is not called "Mathematical Tools". This can also happen at degree level. I completely agree that an engineering/mathematics department can teach a course on the applications of pure math (and need not delve into the theory). This can then be called something like Engineering Mathematics. But, when students are taught a course in Differential Equations/Calculus, they should be expected to understand the theory regardless of their intentions in which to apply this mathematics.
My concern with the previous poster was more about the difficulty of the subject rather than how it is taught. I cannot see how an argument consisting of "I can't do this subject, so the subject must change" helps anyone. It simply deludes students into their ability to tackle the subject and disillusions other students into what the subject actually consists of.
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Smack
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- 03-01-2015 12:51
(Original post by WishingChaff)
I entirely agree to this. However, where I think the confusion lies is when we call courses Mathematics (e.g. A-level) and not by what they actual consist of. It is not called "Mathematical Tools". This can also happen at degree level. I completely agree that an engineering/mathematics department can teach a course on the applications of pure math (and need not delve into the theory). This can then be called something like Engineering Mathematics. But, when students are taught a course in Differential Equations/Calculus, they should be expected to understand the theory regardless of their intentions in which to apply this mathematics.
My concern with the previous poster was more about the difficulty of the subject rather than how it is taught. I cannot see how an argument consisting of "I can't do this subject, so the subject must change" helps anyone. It simply deludes students into their ability to tackle the subject and disillusions other students into what the subject actually consists of. -
Red_Inferno112
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- 10-01-2015 17:43
(Original post by intelligent con)
Coming from someone who takes no STEM subjects I think it is obvious that subjects such as history or English lit are nowhere near as hard as any STEM subject -
constantino_chr
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- 10-01-2015 17:46
Economics and History A-Level are as challenging as STEM subjects.
But it depends on the student, I know someone who got 11A*'s at GCSE and does History, Geography, Biology and Chemistry AS and struggles with History the most!
I'd say History is the second most important A-level subject to Maths -
Feierabend
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- 10-01-2015 17:56
In what way superior? Is the IQ that you need to study the subject the only valid measure of superiority? Or is it the amount of money you can earn with it?
What about some humanistic values?Last edited by Feierabend; 10-01-2015 at 19:09. -
intelligent con
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- 10-01-2015 18:10
(Original post by constantino_chr)
economics and history a-level are as challenging as stem subjects.
but it depends on the student, i know someone who got 11a*'s at gcse and does history, geography, biology and chemistry as and struggles with history the most!
I'd say history is the second most important a-level subject to maths -
constantino_chr
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- 10-01-2015 19:24
(Original post by intelligent con)
hahahahahahahaLast edited by constantino_chr; 10-01-2015 at 19:24. Reason: typo -
intelligent con
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- 10-01-2015 20:12
(Original post by constantino_chr)
And how exactly are they not? Judging by how juvenile your response was I doubt you could get an A in either -
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- 10-01-2015 21:23
Are all STEM supremacists this passive aggressive? 😄
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Smash Bandicoot
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- 10-01-2015 21:26
(Original post by constantino_chr)
Are all STEM supremacists this passive aggressive?
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- 10-01-2015 21:46
(Original post by Smash Bandicoot)
No they're just better than you.
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- 10-01-2015 21:52
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constantino_chr
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- 10-01-2015 22:00
(Original post by Smash Bandicoot)
I jest. They're academic elitists who believe that anything which is not immediately applicable to practical life is a redundant thought.
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- 10-01-2015 22:04
STEM master race
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ChaoticButterfly
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- 11-01-2015 00:01
(Original post by Smash Bandicoot)
I jest. They're academic elitists who believe that anything which is not immediately applicable to practical life is a redundant thought. -
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- 11-01-2015 00:07
(Original post by ChaoticButterfly)
Not really. Physics faces this criticism from the lay public all the time. They will ask what is even the point of spending all that money on CERN?
I don't hate STEM students I hate STEM students who think doing STEM makes them better than everyone else, just like I hate anyone who thinks what they do, say, think or feel makes them better than everyone else. Therefore, I don't hate you; you're my friend -
ChaoticButterfly
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- 11-01-2015 11:47
(Original post by Smash Bandicoot)
The kind of person who thinks through it this much isn't really the kind to believe in the STEM Master Race
I don't hate STEM students I hate STEM students who think doing STEM makes them better than everyone else, just like I hate anyone who thinks what they do, say, think or feel makes them better than everyone else. Therefore, I don't hate you; you're my friend
I wish that I had the ability to speed read through a load of books and right an essay on it like a good history graduate. I'm so god dam slow at reading
Probably one of the reasons I gravitated towards a maths heavy subject, if you can do it maths is so much more time efficient for lazy/bone idle peopleLast edited by ChaoticButterfly; 11-01-2015 at 11:50. -
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- 11-01-2015 14:27
(Original post by constantino_chr)
Economics and History A-Level are as challenging as STEM subjects.
But it depends on the student, I know someone who got 11A*'s at GCSE and does History, Geography, Biology and Chemistry AS and struggles with History the most!
I'd say History is the second most important A-level subject to Maths
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Updated: January 11, 2015
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