Basically every subject says it encompasses everything. And I definitely don’t use much of the math skills I was taught in high school. Science encompasses everything: Everything around you is matter. History encompasses everything: It defines who you are and where you come from. To all the people who don’t care about history because it’s all in the past, stop being blind. History is very much about the present and the future also. Geography encompasses everything: It described what our physical world is comprised of, as well as what societies are comprised of. Languages encompass everything: Without them we wouldn’t be able to share knowledge and stories the way we do. It is the way we give meaning to everything we interact with. Philosophy encompasses everything: The subject is about various viewpoints on daily matters, ethical dilemmas and just things like life and existence of people and things in general. Economics encompass everything: Everything around us has some sort of economical value, even if it’s not sold on the market, like oxygen, for example. Politics encompass everything: The decisions from people, be it those in charge of countries, companies, etcetera, or the accumulation of the everyday opinions of the common people define how we design society. Arts encompass everything: They’re an outlet for our feelings, our outlooks on the world, whether they be positive or negative. I think you ought to get the gist of what I mean. Being good at a subject that suits you. A subject you enjoy. *That* is the pathway to being good at anything. There are plenty of things I excel at that don’t involve math. And yes, math in integrated into workplaces and means of education that don’t center around it, but many of my examples are integrated into math. How would you teach math without language? Would math be less or more important if our society was structured differently? Haven’t certain historical inventions paved the path for math as we know it today? The world is a system and subjects are connected to one another in some shape or form. I wasn’t ever horrible at math. I studied at VWO (which is the highest level in the Dutch ‘middelbare school’). It’s just that I excelled at other subjects which I find more. In which my future might lie.
That's not the worst one. The worst one is when they dock you for showing the "wrong work", even when they acknowledge that the work you showed would still get the correct answer.
@@billytringuyen1 yeah but that’s not how it works in the real world, you aren’t going to waste time doing the longer method when you have a shortcut to get the same answer
Specifically in Australia, that is why my dad does not like the education. I found a place in a university in Philippines, they give us marks regardless of our working out.
I remember in middle school that this exact thing happened and I said "That's Bull." no "shit" no "crap", just "bull". and I got heavily punished for it. turns out my teachers repeatedly provoked my actions because of my refusal to be in special education class as an autistic youth, ((I realized how universally infantilizing it was and didn't want to be held back or have it be fuel for being bullied, I was a very defensive traumatized kid.)) They eventually segregated me in detention permanently and attempted to gaslight me by treating it like it was a special thing that I can have my very own place to study without being distracted from other kids. til my mother found out and got super pissed and then enrolled me to a different school because the current school hated me that much for not wanting to conform to their absurdist rules. I never had problems at school after the switch lmfao. I just did all the work and was done no questions asked. I pulled up some records later on that 60% of the graduates and dropouts of that school turned to a life of drugs and crime. including an ex friend who murdered somebody.
No, it was there in the fine print on the very first page in the middle of a bulleted list containing other rules, right above the point that says "You do not need to simplify your answers," which will be ignored by the graders.
Glad this works in university though lmao But the biggest problem is, if your answer isn't correct you will lose all your points. Since... yk. There isn't something to give points on without the extra steps.
@@Adeyum64 Depends on the class, perhaps. As a grad student in math, I've graded calc 1 exams plenty of times. There is some work that they need to show, but our judgement is usually on whether or not we could expect the student to do the work not shown in their heads, or if the work itself is part of the material we're testing you on. Like if we ask you to find local extrema using the first derivative test, you'd better draw a sign chart, because we want to see that you know how to do that.
During my exams there were questions that required you to show your work and you would get marks based on your answer and the work you presented. Obviously because I was better at remembering answers than how to do the work, I missed out on a lot of points.
Brilliant. This brings back some bad memories from my high school days. I had to do several exams over because I kept getting the right answers but always got points deducted for not showing my work, even when I did but they would say the work I showed was incomplete for “not drilling down far enough.” It’s also a stupid thing to teach kids. In real life, arriving to the right answer faster than everyone else with less effort is most certainly a plus not a negative.
I visualise the answer exactly as I write it, am I supposed to show all the splitting up and rounding up and down and addition/subtraction i do and all the time wasting rubbish my brain rushes through in .2 seconds?
Hate teachers like that. 'My way only' types. Such dicks. When the teacher that taught you before used a different method. Their profs in college wouldn't have let that kind of attitude fly if they knew.
Same here, if I get the right answer, who cares how I got there. The teacher would relentlessly make us do things their way, and only their way, and it didn’t matter if it was convoluted and stupid and hard and illogical, it still had to be their way and only their way.
@@KumiChan2004 I’m still sore about the teacher saying “it’s not like you’re gonna be able to just carry a calculator around in your pocket all the time”
I confused the heck out of my calculus teacher back in the day. I could not for the life of me remember the formula for one problem (on a test) but I remembered the theory he taught us for how the formula was derived. I made my own formula that I figured was "close enough" and got the right answer. He asked me wtf I was doing there and how I got the right answer. Oh man, the look on his face when I told him, I couldn't remember the formula so I made my own, was just priceless. Oddly enough, I don't think most teachers expect their students to think or reason their way through problems.
Shocking news, most teachers don't. They don't want you to show YOUR work, they want you to write down what they taught you how to do. If you figure out a simpler way to get to the same answer chances are they won't accept it either because 1) they're petty/lazy and don't want to go throught the trouble of checking if you're right or 2) They only memorized that one way of doing it and CAN'T check to see if you're right
What is it with calculus? In limits I had the same problem. Finally, he told me sketch a quick graph show where I am and direction, and that’s how we agreed to get around of show some work. It was so obvious sometimes.
Modern education is not about thinking or reasoning, or coming to a logical conclusion, it is about, rote memorization and doing exactly what you were told without question without thought and without the slightest bit of individual initiative…… do what you are told and only what you are told and don’t think about or question it EVER.
@@axolotl09 well the riddler is different because he just makes these elaborate games for people to play them, what im saying is that the math teacher makes super convoluted plans but always has to explain exactly how he did it step by step
This always happens to me, I do the problems on the test easily within the first 5 minutes, then I end up spending the remaining 40 minutes trying to show my work
@@ImTotallyInked you need to show your work on how your neurons established reading and writing in order for you to type this text then explain why you came to this conclusion on the 3 lines at the bottom of the page if you fail to exceed 5 paragraphs you'll automatically fail the test you must do this in less than 20 minutes cause we'll be going over the homework for this assignment too and it is required for this class so you can understand the curriculum if you want to pass the exam in 2 weeks
I like to be a dick when it comes to drawing graphs for homework. I'll sometimes set interval markers for 10 or 20, so I don't have to draw huge graphs. But the graphs are also often scrunched up and make things difficult for teachers to grade.
I got my teachers to stop asking me to “show your work” WHICH I ALREADY DID by showing ALL THE WORK. Long division, vertical addition/subtraction, every minute detail we’ve long since been glossing over in algebra, written out in full. When I turned in that assignment, it was a pamphlet. I was never told to show my work again.
So relatable but don't even get me started on teachers and professors that fail you because you didn't format your work correctly despite you getting the right answers and proving that you understand the material.
When I was a freshman in high school (back in the late '80s), my teacher told me after class that we weren't supposed to use calculators on our homework. Puzzled at his statement, I told him I didn't use a calculator. The math wasn't particularly complicated, so I did it in my head. He looked me over for a second, picked up a piece of chalk, wrote out a problem on the board, then handed me the chalk. After about two seconds of thinking, I wrote the answer on the board. When the math was complicated enough that I needed to do it long form, I did. When it wasn't, I didn't, and just did it in my head. He was satisfied and never again mentioned it. He was a good teacher and a good human being.
@@erickchristensen746 Well english is not my native langauge or mother tongue or what is the correct expression in english… I’m just learn english but I’m just 17, my english will be better…
You show your work by having sex with your spouse again. One of you gets pregnant. Nine months later, back at the hospital, and you have to show your work again...
Reminds me of the time I got into an argument with one of my math teacher over “showing my work”, apparently she didn’t understand how anyone could look at 9 squared and instantly know the answer. It took me going to the office and getting the teacher I had the year before to come in and explain how he had his students memorize the squares of 0 to 9 as an exercise for learning exponents. Got my points back and that teacher in particular got a talking to from the rest of the department about “lack of professionalism”, apparently I wasn’t the only student that got points taken off for that.
How tf are you supposed to "show your work" for simple multiplication like that? Like your old teacher said it's literally times tables you either know them or you don't. Did they expect you to write out the times table grid?
@@ada5851 No clue. She kept going on about how I need to write it all out. It was one of those situations where I’m pretty sure the teacher cared more about being in the right.
You could add 9 together 9 times over. This, or make a list adding 9s each time. E.g. 9, 18, 27,... That being said, as a maths teacher, I wouldn't ask you to show working on that kind of problem. Usually it's because we need to know if you understand a specific method, and that method is crucial to more complicated problems in the future, and you not learning it means you'll have no tools to solving such problems
@@avatarmufasa3628 But then again, there is no need to show working out for simplified multiplication. Because if you use that logic, then show me how you add 9 with 9 with 9... etc. to get to 9, 18, 27, 36 etc.
77 years old, Combat veteran of Vietnam; several bad marriages; Cancer; several dangerous occupations, including high-steel rigging; faced down the barrel of a gun; as well as assorted other trauma. But what do I have nightmares about? F'ing High School and that somehow, I have to go back to pick up something I missed for graduation. Every time.
Samo samo. For me it was JC math classes. I aspired to be an Aerospace Engineer and fighter pilot. I was average in the slide rule, but couldn't advance for the showing work issue. Life took a different path, Asia in 69 courtesy of Uncle Sam.
I remember when I was young, there was a girl who was doing a presentation to the class and the teacher basically stated that she didn't show her work. She replied him "You are supposed to already know how I got that answer. You're a teacher after all".
I know that feeling. I tried doing it once, got ten problems in, and quit. I graduated 1987, so no pocket calculator then. Teacher suggested I was cheating 'somehow', but never said how. I made it a point to get the closest desk to her desk, every day after that, and told her to catch me cheating, if she was so sure. She couldn't, because I wasn't. It was just the little 'math widget' in my head that popped out correct answers when I understood the way the formulae worked.
@@vilagistene2939Stop calling it illegal. You clearly have some type of trauma from school that you not only call it illegal but also don't know what illegal means.
man going from a school system that was "show work or else I lose marks" to "you don't need to show work but it'll save you marks if you get the final answer wrong" is a blessing.
I particularly like this. Showing work definitely needs to be incentivized as it can help diagnose problems in misunderstanding. But punishing people who can just do it is definitely wrong.
Middle school teachers: "Show your work or you'll lose points in college" College professors: *gives you full marks when you simplify a 23 term triple integral in one step because it literally doesn't matter how you did it*
Yeah, high school teachers hyping up college like the professors are going to be far stricter. I found out quickly that most of the teachers are far more laid back.
reminds me of one of my general remarks about college: I wish I had gone to college instead of public school. College is based on practical behavior whereas public school... pretty much all of it is just memorizing stuff.
This is so damn true it hurts,many years ago my middle school immediately began failing me on the first quarterly report card simply because I failed to show how I got my answer on anything & trying to say I did it in my head resulted in 0 points. Yet my mother began homeschooling me instead,letting me do work my way & I got my GED the very same day I turned age 16 finishing school way earlier than I should have
@@notmo. A lot of them, yes. That group is there because they don't have any real talents in anything. Teaching at least lets them feel superior to someone, and gets them respect from someone. Some are actually good at teaching, but those are a minority, and the rest are there for the ego trip they get from the idea of teaching kids stuff. Not always the correct stuff, either.
@@johnrussell5592But where do you live? Who respect their teachers in 21. Century? I just Tell of my all teachers that they can f-ck themselves… and it’s happened in Hungary a really very conservative country. In western-Europe it’s just normal day. You had rights!!!
I have had both good and bad teachers when it comes to showing your work. The good ones make it clear both what constitutes “showing work” and that showing it will be part of the grade during the test. The bad ones skip showing their work during the lectures and don’t tell you that they expect you to show work until you receive the graded test.
Most of my math teachers so far tell me to show my work if I want however they strongly suggest we show our work because they will still give us half the points if we did the equation correctly but messed up on a small part.
Yeah I refuse to follow a career involving math and book reading because I had dickhead teachers that act like this and then wonder why they don't get paid.
You know, this may be one of the many small things that make students uninterested in giving a damn. I've been told this many times, and looking back, the "show your work or you get a lesser grade/ it won't count" is similar to a narcissistic tendency to make someone do what they say. Narcissistic tendencies ruin bright young, as well as old, minds.
It isn't necessarily down to just ego at all. Used properly there is a reason to show the working. One is to give points even if you get the wrong answer. Another (in work that doesn't count for grades) is to make sure you understand how to do the process. Arguably a lot of high school level maths is about the process of logical thinking than it is the correct answer. Also some people are able to get the right answer on exercises by accident (or cheating) and then not understand how do it when they get to the real test. A teacher should never think about just the best students and should be trying to assist all of them. Plus there are many fields of study later on where having a record of your work is vital - so you can see what you did, and allow others to do so. Scientists routinely have to show proof of their work in journals, so it is a good habit to get into and is another skill. Don't immediately assume they are wrong simply because you are unable to think of a reason why this might actually be used.
@@steves1015 who care about 1 correct answer by accident ? thats not going to get them far if they mess the rest.......copying other students doesn't mean they be copying a smart student, basicly shooting themselve in the foot...also a teacher could force students to take different seats every months to see if some students result change if they got any doubth..... also i'd argue that easy math problem should not require proof...give long equations to solve if you want students to do actual writing on how they solve it...too basic stuff and having to show proof just feel like extra work for no reason...just for say maths were a complete joke to me when back in school....addition,substraction,multiplication.....all easy..division is a bit more complexe as you get in things like 0.4....also i had a math problem showing just that a 0.x during my first time in a math class(25 years ago approx when i was 8 old)....teacher and parents had NOT taught me what a 0.X meant so that was something i could not solve but for the rest easy get to the answers..i think i learn what 0.X meant around fourth grade(took some years b4 teachers talk about those so not sure why i was getting maths with it in if teacher weren't teaching it :S).........also apparently school system change a bit in regard to when they teach certain things....are multiplications like a first grade thing now ? or is it still third/fourth grade along divisions ?
The worst is when you actually DO show your work, and they STILL tell you to show your work. I got 60s through my ENTIRE time in high-school math because of this.
@@youtubehandlesrgarbage sounds about right. I failed a test because I figured out a better way to do a certain unit than what we were taught, even though I got every answer right.
@@randompoet9997 I had a similar thing happen. The teacher then told me it wasn't about finding the easiest way for solving that particular problem, but for learning & practising a particular method that would be useful later in math.
I agree. Ive actually had a teacher tell us to "show our work" when there was literally nothing to show. It was thankfully homework, but it took me 4 hours yo figure out a good way to simply my work to a reasonable standard. Some were basic one step multiplication, so I just added that number on the paper. Then there was some addition, so I sat there and wrote out every single 1. Multication with fractions? Turned them into whole numbers using the GCF, put them together, then divided by the GCF. Subtraction? Minus 1. Division... Don't ask. Exponents? Multiplication. Roots? I skipped the work and just took a picture of my calculator and taped it to the paper of course, because teachers don't tell you how to do those and the internet doesn't even remember from where I've looked. Word problems? I literally spelled it out to them. After all of that work... I got 1 bonus point for excessive effort and learned that they weren't trying to be that literal about it.
Exponents? Multiplication. Roots? You didn't look hard enough, or didn't use the right terms in your google search. I had to know how to do all of those things by hand when I graduated HS in 1987.
@@johnrussell5592 Honestly, I believe every word you just said. I'm actually very bad at looking things up. Anyways, I kinda wish they still taught us how to do some of these by hand in this day of age.
@@theonomaly6389 I spent several years perfecting my google-fu (not called that then) in the late nineties, doing research with the several search engines available at the local university library. Once the desk people saw how serious I was, they started helping me understand the importance of which words in what order, and association. I laugh my ass off think back how those short-sighted teachers told us 'there is no guarantee that you will always have a calculator with you, so you need to know how to do this on paper with a pencil'. There were students walking around with the basic 8088 chip, from the first round of build-it-yourself home computers strapped to their wrists since 1975, and had just gotten high school affordable in 82'. I remember watching as classmates were told they had to take their watches off for tests. I knew that it was just a matter of time then, and as soon as the scientific calculators became relatively inexpensive (thanks Texas Instruments) and widely available, the focus of high school math departments switched to teaching the student how to work the calculator to get the answers.
I had this a lot in school. I could do almost all of it in my head, and I was never quite sure how much work was enough. I often got problems wrong because I apparently "didn't show enough." Kinda similar to those dumb, "which of these items doesn't belong?" questions and similar. I could usually find commonalities among most or all of them in some way or another, and I never knew which was the difference they wanted. If I asked the teacher: "Okay, they're all fruits, even the tomato. One out of the five is not a berry. One out of the five isn't round. Out out of the five is a cool color (that is, not red, orange, yellow, or a variant thereof). One out of the five is fuzzy. One out of the five doesn't have an edible peel. One out of five doesn't have edible seeds. But all of the differences are on different items. Which one do you want?" They'd usually call me a smartass and give me a write-up or detention.
For those questions they should have had you find a difference and then state why it is a difference. That way even if a different item is circled than expected the teacher can figure out if the selection is valid.
These teachers can also be a blessing. One time, I didn't know the answer to almost all of the questions, but I basically guessed how do them, showed my work, and got an A-
I remember the first day of learning long division in 3rd grade. And this was 63 years ago! I breezed through all of the problems on the mimeographed (remember - 1960 or 1961) sheet of paper. I just wrote down all of the answers I got in my head, and they did turn out to be all correct. Now, in my case, the teacher did give me a grade of 100 or however she expressed it. So maybe if there were 20 problems, I got a 20. But she also wrote, "Show your work," on the paper. Well, I was so full of myself and pumped up with pride over getting all of this new type of problem correct that I thought she meant something like I should take it on an exhibition tour, maybe bring it around to all of the other classrooms in the school, to show my great work on this assignment. I figured, though, that I'd better ask her what she meant, and she said that she wanted me to show all of the steps in future problem sets. Oh.
Sometimes I feel like it’s more to affirm the teacher’s ego than learning anything as a student. Once, I used a different formula than the one taught in class for a question and got the right answer in a slightly different form. The teacher probably took less than a second to mark it as wrong and I had to painstakingly explain to them that it was in fact the same term
Often times the point of the test was more about proving that one had learned the method that was taught rather than just finding the right answer. But teachers rarely ever explain that because they're too busy stroking their egos with it.
A good teacher clarifies what you do to show your work and gives credit for both the work and the answer. Makes you feel better when you get 80% of the points for just writing out the work even if you messed up and got a wrong answer
What work here needs to be done except for writing the correct answer? It is not an ancient Egypt where you have to place stone on a pile to show how you did your work. In Poland where I was learning math teacher called us saying numbers to count and within 3 sec we had to give an answer. It was done since 1st grade. In front of class. What is also a real problem at schools is math problems are written in such confusing way that even adults struggle to figure out what is the question about.
@@lubystkaolamonola529 in math and science the proccess is very important to how you obtained the answer, besides being simply more able to identify flaws in your math, being able to write it out helps out with programming such math into systems as well.
That said, realistically in the real world getting the right answer is far more important than showing improper work. If you get the wrong answer when working a job, your boss isn't going to give a crap if you showed your work.
the worst part is when you see something from your classmate and they get full points on a question that _really_ required elaboration and yet they did _none_ of it 😭
Oh man, that hits me on a spiritual level. From elementary to college, I always had at least one or several teachers every year who did this shit. Answering the exact same as taught in class and ending up with 60% as the highest grade of the class because "not enough development"... Some teachers are complete jokes.
When I was in HS this happened to me. I brought the councilor into the class and she had the teacher pull a problem out of the book at random that I wrote on the chalkboard in front of my class and I got it right without showing any work, just the answer. I insisted on doing a few more to prove it was not a fluke. She changed my zero to a 70 (the lowest possible passing grade) and I was happy. I proved my point. I passed math and graduated. Math is teaching you problem solving a there are many different ways to solve a problem.
The teacher at the end knew he didn't really need to show his workings, he was just really lonely and felt the only way to get over it was by watching his student's sex tape
I always had a feeling they don't even check the work themselves. I guess the best option is to just make it look right so when they skim over it while grading they think it's right
As a teacher, showing work can be very beneficial for figuring out where a student is potentially going wrong and/pr how a student thinks. However, many teachers take it wayyy too far.
Also the problem could have an answer that somebody might get right with a guess. For example, the mean of a set of numbers, the student could look at them and estimate it will be 30 something and randomly write down 34 and that happens to be right.
Fun fact: Depending on which country/state in said country you're from, it's illegal for a school or teacher to give you less of a grade for not showing your working out as getting the right answer is much more important than showing how you got it. One such place would be Queensland, Australia just as an example.
That’s actually kinda good. Why the hell would kids NEED to show how they got the answer? It’s just such an insignificant detail, yet some teachers hyperfocuse so much on it. PS: It isn’t illegal in my country.
That's a shame. If I as a teacher want to prepare a lesson, and it requires pre knowledge of a certain method. I will be hard pressed to know whether a student actually is ready to understand the material, because they didn't use the method outlined in class. E.g. using trial and error to solve simultaneous equations. Instead of being able to use addition, subtraction, multiplication and division to manipulate both sides to get the result I'd argue method marks are there to help your own learning. Getting a high score (whilst within the learning environment of the school) is less important to me as a teacher
@@avatarmufasa3628 Disclosing to the students that they have to show their work to show they understand a specific method would solve this issue. It's when teachers assume you're copying or otherwise cheating that it gets annoying.
@@JohnWilson-hc5wq I do, it doesnt solve the issue. If anyone goes back to school, youd be shocked at how poorly students tend to follow instructions. Theres a huge bias towards a child not paying as much attention, or wanting to get away with writing less. A lot of the time in lessons, youll hear "why?", and a huge part of wanting to do it in your head really is a basis of not wanting to bother writing it down because the child doesnt think they need to. Ive literally had to coach specific students step by step, having them write down each line, and slowly but surely had them grasp it. I dont nescessarilly assume cheating, though I do go over papers and do check the work, and sometimes, some answers are both wrong, and in such a weird way and you know they sit next to each other and caught glimpses of them looking, that yes I have called out cheating. That being said though, the anti-cheating idea isnt my main reason for wanting students to write down the method. Thats just a bonus. My reason is purely down to that childs capacity to justify their answers. Writing down the answer is merely an assertion, and if we are to break down multi step problems, then writing it down the method is essential Its hard though. Students have to go through so much at school, and with 30+ class sizes, it gets hard for the student to have the attention they need to really help the develop their skills. All whilst having to listen to an individual who is underpayed and probably is just not handling it perfectly with 100 things on their plate
How to do 81 + 1 1. Basic Addition: At its core, (81 + 1) is a straightforward addition problem. [ 81 + 1 = 82 ]This is the simplest and most direct approach.2. Representation in Expanded Form:Let's express 81 and 1 in expanded form and then add: ( 81) can be expanded as (80 + 1). (1) remains (1).Now, add the components:[ (80 + 1) +1=80 + (1 + 1) =80 + 2 = 8213. Using Properties of Addition (Commutativity and Associativity) :Commutative Property states that (a + b = b + a ).Associative Property states that ( (a + b) + c = a + (b + c) ).Let's use both properties: [ 81 + 1 = 1 + 81 = 1 + (80 + 1) = (1 + 1) + 80 = 2 + 80 = 82]4. Using the Number Line:Consider a number line from 0 to 100. Starting at 81:Moving 1 unit to the right will land you at 82.5. Binary Representation:Let's convert the numbers to binary and perform binary addition. ( 81) in binary: (1010001_2)(1) in binary: (0000001_2 )Perform binary addition:[ 1010001_2 + 0000001_2 = 1010010_2 ]Convert ( 1010010_2) back to decimal:[ 1010010_2 = 82_{10} 16. Algebraic Approach:Let ( x = 81) and (y = 1). Then (x + y = 81 + 1 = 82).7. Geometric Interpretation:If you were to consider a square with side length 9 (since (81 = 9^2)), adding 1 to this could be visualized as increasing the area by a unit square, although geometrically it doesn't change the square's dimensions.8. Using Modular Arithmetic:Consider the operation (81 + 1) modulo some number:For example, modulo 100:[ (81 + 1) \mod 100 = 82 \mod 100 = 82 19. Using a Recursive Sequence:Imagine a sequence defined as: [a_n = a_ín-1} + 1, ltext{ with } a_0 = 81 ]Then:[ a_1 = 81 + 1 = 82 110. Calculus Context (for fun):Consider the function (f(x) = x + 1) at (x = 81):[ f(81) = 81 + 1 = 82 ]Conclusion:Through various mathematical lenses, the solution remains consistent: [ 81 + 1 = 82 ]
When I got asked to show my work back in highschool, a lot of the time I'd just answer normally, and scribble some 'work' on the paper to show to the teacher, even if it didn't really lead to the answer I put down. It worked about half the time.
The pain when my Igneous and Metamorphic Petrology teacher actually wanted a paragraph explaining my work, on top of showing it. An instruction he didn't even write on the test.
I had a teacher that tried to do this to me. I went to the principal they gave me an option of doing a small quiz that the teacher could make to prove that I was doing it all in my head and not cheating. If I got done in ten minutes and got at least half right the teacher could no longer fail me for not showing work. Quiz was 30 questions and fairly hard for average students in that grade. I got 100% and got done in less than 5 minutes all with her looking over my shoulder. The look on her face was priceless.😂 she was so mad.
And there in gives you the answer of why this is a requirement. A teacher looks after many students, it is difficult enough to mark all the work and write out corrections, without having to try and figure out who is cheating and who is genuinely good at maths. It is much harder to spot cheating in maths than in, say, English. Some teachers admittedly take it too far, but these days in particular, if a student fails (e.g. because in all of the term work they just copied the answer and then couldn't do the real tests) then it is the teacher's fault first, and they will be interrogated.
I had a similar moment to this on a systems analysis exam where I used the DI method for integration by parts. I had to explain to him how it worked because the amount of work you draw by hand is a fraction of doing it the hard way. I couldn't believe he never heard of it and relied on the derived version.
LOL had to deal with this at one point. Teacher wasn't amused when I decided to be a smartass and wrote a pile of computer code as my "Work" funny thing is if you compiled the program I wrote out it would actually give the correct answer.
if i could go back in time, the words i'd say to my teachers, oh the profanities that would come out of my mouth, years of pent up frustration, figuring out how to win the argument i lost all those years ago, really after leaving school you realise what a bunch of fuckers some teachers are.
I don't mind showing work; you need to be able to prove that you understand why a solution is the solution. What I didn't like is when teachers insisted that I show my work a particular way. I could prove a solution, but if it's not the specific proof they were looking for, they'd mark it off. That shows some teachers don't understand the whole point behind showing work.
I had a teacher like this. He wanted us all to split the paper with a vertical line in half, the left half showing the mathematical explanations and the right half showing the verbal explanations, writing everything we did. I would do all my work regularly on the left side, then spend the last 30-40 minutes writing all my explanations, my blood was boiling with anger.
I once failed a math test despite being the only one in the class with every correct answer and I even threw in a bonus better answer where I optimized a better solution than the teacher on one problem but I didn't show "enough" work, they wanted like paragraphs explaining everything and we weren't supposed to know about algebra yet.
How do you write a paragraph about numbers? They're numbers. At the very best I'll write other numbers to explain them, but this is math class not english class.
In high school, I had a teacher who really got on my case about showing my work, despite my abundant efforts to show my work. Fed up, I eventually turned in a several pages pamphlet as my assignment showing ALL the work we stopped showing since third grade and up. Never asked me to show my work again.
Bro math is about finding the solution no matter the route you take. As long as you got the right answer it should count. SO WHY TF DO WE HAVE TO SHOW OUR GODDAMN WORK?
my entire elementary life and some of my middle school life was a curse because the teachers said "show your work" so much and even discouraged doing math in your head to where i had to do everything on paper if it came to two digits obviously i’m not that brain dead anymore but my gosh my teachers encouraged showing work the wrong way lol
This kinda works the other way too. Like when I "solved" a triangle side because it was obvious in a checkered notebook one side of a triangle is double the length of another. I didn't know how to show it with math so i skipped a few steps and my teacher assumed it was obvious to me, got an A.
I had this one teacher who gave me all marks if I got it correct with no working. If I got it wrong he'd still count the working if I put it. That was pretty fair.
I'm a 50 year-old man... and this video brings back memories. I remember getting docked points for not "showing my work" on ridiculously easy math problems. So sad to see that this is still a problem today.
As a math enthusiast myself, the worst part about school math is that sometimes it's incredibly rigid. I can't give a general solution, but my personal approach to being told to use a method is to instead use a completely different, overcomplicated, yet completely valid and arguably more impressive method. You need me to find the minimum of a parabola? Derivative. Need the midpoint of a triangle in cartesian coordinates? Complex numbers. Calculate 3+2? Prove my result via ZFC.
I always hated when they want me to show them my work. That's the same as if them asking me to reveal my secrets, those secrets are securely kept I ain't just gonna revealed them.
I taught Algebra and Geometry for 10 years before teaching English 10, 11, and 12 for 10 years. I never marked students down for not showing their work on homework. I only took minor points for not showing it on tests or quizzes. However, MANY times students EARNED some points for wrong answers because their work showed they had several steps right before going off the rails. So...there's that!
just tell your employer ... hey, I got some of it right!!! This is just another part of the dumbing down of America. the correct answer is the most important part, heck it's the only part that counts.
The teacher's concern is that you may have quickly copied the answer from someone else's paper and don't know how to do the problem. In that case, not being able to show your work is proof of your guilt.
Exactly, it wasn't exactly cheating, but since I was in online school in 7th grade (which was Pre-Algebra), the tests were multiple choice, so anytime I had an equation, I literally just plugged in each of the answer choices until I got a true statement 😭 @@OKOKOKOKOKOKOK-zn2fy
Bro both my math and chem teachers write "SHOW ALL WORK" on shit and it makes me paranoid af, especially in math where I do a lot of things at one. For example, I'll isolate a term from everything else in one line, but I would always see my teachers do a line per term. The paranoia is crazy.
Bro today my math homework wasted a whole piece of paper so i could write on the back behind problems even though it can be done in the space provided.
My math teacher always wanted to see our work for every problem. There were several of us who protested this crazy requirement. He had a big discussion with us one day, and it was ultimately concluded that our everyday adult lives aren't going to involve worked-out math problems, and that showing our work for every single problem probably won't improve our math skills much. He stopped requiring us to show our work, but we were the only class that was allowed to do so, and we weren't allowed to alert other math students that we didn't have to show our work. He told us that each class had to "rebel" on their own and have the same kind of discussion we had with him. I don't think any of the other classes ever got out of having to show their work, but I wouldn't know since no one was allowed to talk about it, and if we did, the requirement would be put back into place.
