Hier ein Tweet des „Neuen Deutschland“ zu einem Leistungsvergleich deutscher Schulen:
— neues deutschland (@ndaktuell) October 11, 2013
Absolut symptomatisch, daß auch in gebildeten Kreisen Mathematik mit Rechnen gleichgesetzt wird. Man kann nur jedem, der auch nur ganz von ferne mit Mathematik und/oder Bildung zu tun hat, ganz dringend ans Herz legen, Lockhart’s Lament zu lesen. Eine kleine Kostprobe:
The main problem with school mathematics is that there are no problems. Oh, I know what passes for problems in math classes, these insipid “exercises.” “Here is a type of problem. Here is how to solve it. Yes, it will be on the test. Do exercises 1-35 odd for homework.” What a sad way to learn mathematics: to be a trained chimpanzee.
But a problem, a genuine honest-to-goodness natural human question—that’s another thing. How long is the diagonal of a cube? Do prime numbers keep going on forever? Is infinity a number? How many ways can I symmetrically tile a surface? The history of mathematics is the history of mankind’s engagement with questions like these, not the mindless regurgitation of formulas and algorithms (together with contrived exercises designed to make use of them).
A good problem is something you don’t know how to solve. That’s what makes it a good puzzle, and a good opportunity. A good problem does not just sit there in isolation, but serves as a springboard to other interesting questions. A triangle takes up half its box. What about a pyramid inside its three-dimensional box? Can we handle this problem in a similar way?