The “show your work” is about checking if you understand the logic in getting the answer. We had lots of questions out of 5. Right answer was only worth 1 mark, the other 4 were the steps and reasoning.
This type of setup punishes those that skip right to the answer, or have memorized answers. But rewards those that show they know the concepts
I think you are missing the point about the goal of schooling, it is not to get correct answers but to teach people methods of problem solving, so when faced with a brand new problem you can extrapolate methods and find a solution. As acedemia progresses solutions are not possible in your head, so applying principles is the goal.
So, by your logic, any student who doesn’t conform to the specific, approved processes and methodology is therefore wrong, is that it?
Tell me, do you value the perspectives of others, or are you concrete in the surety that yours is always the infallible way? Is everyone who does something differently from the way you do it, wrong?
What do you hope to gain in your escalation of commitment? Or is lecturing me its own reward?
Having gone forward from high school to undergrad, to half a dozen graduate schools, I do think I’m at least somewhat privy to the methodologies of academia- in fact, I even studied process design at MIT, among other things. What I find most, is that rigid thinking is more susceptible to Group Think than allowing room for alternative paths to a desired outcome.
Does that make me right, and you wrong? Or vice versa? No, probably not in either case. But it certainly doesn’t make you right in an absolute sense, which is the sentiment you seem to be pushing.
I didn’t list all the steps in the way they wanted the work shown. I showed the parts that allowed me to formulate the answer in a way that worked, but that was declared “insufficient.”
So giving an answer with partial work for the written section, in combination with my high score on the scantron = cheating, I guess?
As you might surmise, the teacher was absolute shit, in retrospect.
The Principal too, since he cosigned her demand that I retake the exam twice, including while in the Principal’s office, while he lurked about.
Ok but forcing me to show my work was one of those things I hated until I was extremely grateful for it. I didn’t need to show my work to prove my answer was correct in elementary school, but it was a slow drift from “I can do it in my head with ease” to “I need to document my steps so I can check where the error occurred”. Also “it’s not enough to be correct, you need to be correct with evidence” is the reality for people who do math for a living
I had to retake an algebra 2 exam multiple times because they thought I was cheating- including sitting IN the principal’s office, yet the scores were all within points of each other.
They were so fucking salty about it too when there was no “gotcha.” I wish I could time travel back to advocate for myself, because I would have TORN THEM A NEW ONE. My parents were apathetic cowards.
I deconstructed the underlying methodology of the creator of the system in order to understand their internalized blind spots or artificial limitations imposed on them by unrelated third parties at the time of the systems creation.
It’s funny, because in high school, I remember getting poor marks on proofs - and HATING them - because I was like “this is so fucking obvious jesus tap dancing christ” and just… skipped lots of steps.
Fast forward to college and logic theory: that ended up being one of my favorite classes, because machine theory and problem reduction is a fascinating domain, and FAR more interesting than “prove this shape is the shape we say it is” or whatever vapid bullshit they had us doing in high school.
“Why didn’t you show your work, so I can see how you think?”
Because I did it in my head and got the right answer. This isn’t about you.
The “show your work” is about checking if you understand the logic in getting the answer. We had lots of questions out of 5. Right answer was only worth 1 mark, the other 4 were the steps and reasoning. This type of setup punishes those that skip right to the answer, or have memorized answers. But rewards those that show they know the concepts
What part of what you said changes what I said?
That you need to show your work, so they can test if they taught you the principles.
Right, so nothing.
My brain didn’t go through the steps like that. It looked at the problem and found the answer.
It’s why they thought I was cheating: my scantron results were above 90% correct, and the written portion was scored abysmally for lack of work.
That’s a failure of Test Design, not of student ability.
I think you are missing the point about the goal of schooling, it is not to get correct answers but to teach people methods of problem solving, so when faced with a brand new problem you can extrapolate methods and find a solution. As acedemia progresses solutions are not possible in your head, so applying principles is the goal.
So, by your logic, any student who doesn’t conform to the specific, approved processes and methodology is therefore wrong, is that it?
Tell me, do you value the perspectives of others, or are you concrete in the surety that yours is always the infallible way? Is everyone who does something differently from the way you do it, wrong?
What do you hope to gain in your escalation of commitment? Or is lecturing me its own reward?
Having gone forward from high school to undergrad, to half a dozen graduate schools, I do think I’m at least somewhat privy to the methodologies of academia- in fact, I even studied process design at MIT, among other things. What I find most, is that rigid thinking is more susceptible to Group Think than allowing room for alternative paths to a desired outcome.
Does that make me right, and you wrong? Or vice versa? No, probably not in either case. But it certainly doesn’t make you right in an absolute sense, which is the sentiment you seem to be pushing.
It doesn’t matter if you use mental math or not, you just need to write what you did in your head on the paper.
Yes. Having been there, and done that, I would agree that it should count. My teacher disagreed.
What did you write then? I’m confused. You showed how to solve the problem and got it marked wrong?
I didn’t list all the steps in the way they wanted the work shown. I showed the parts that allowed me to formulate the answer in a way that worked, but that was declared “insufficient.”
So giving an answer with partial work for the written section, in combination with my high score on the scantron = cheating, I guess?
As you might surmise, the teacher was absolute shit, in retrospect.
The Principal too, since he cosigned her demand that I retake the exam twice, including while in the Principal’s office, while he lurked about.
Makes my blood boil even now.
Ok but forcing me to show my work was one of those things I hated until I was extremely grateful for it. I didn’t need to show my work to prove my answer was correct in elementary school, but it was a slow drift from “I can do it in my head with ease” to “I need to document my steps so I can check where the error occurred”. Also “it’s not enough to be correct, you need to be correct with evidence” is the reality for people who do math for a living
Literally every single damn math class I ever took
I had to retake an algebra 2 exam multiple times because they thought I was cheating- including sitting IN the principal’s office, yet the scores were all within points of each other.
They were so fucking salty about it too when there was no “gotcha.” I wish I could time travel back to advocate for myself, because I would have TORN THEM A NEW ONE. My parents were apathetic cowards.
Like all cutting injustices, it’s stuck with me.
I deconstructed the underlying methodology of the creator of the system in order to understand their internalized blind spots or artificial limitations imposed on them by unrelated third parties at the time of the systems creation.
It’s funny, because in high school, I remember getting poor marks on proofs - and HATING them - because I was like “this is so fucking obvious jesus tap dancing christ” and just… skipped lots of steps.
Fast forward to college and logic theory: that ended up being one of my favorite classes, because machine theory and problem reduction is a fascinating domain, and FAR more interesting than “prove this shape is the shape we say it is” or whatever vapid bullshit they had us doing in high school.