For example many pupils understand the concept of slope, but have huge difficulties with stepping on to derivative – because the concept of a function is too abstract an object for them. The challenge in teaching math is in my opinion the switch from dealing with possibly unknown numbers (problems of the form ‘find x such that x*x+5*x=1′) to thinking in symbolic language. Kids with uneasyness in abstract thinking will find coding difficult and vice versa. ]]>

The only way to get students who are enthusiastic about and interested in math by giving them examples that are practically relevant.

Teaching math as a dry subject where you have to recall the quadratic formula for its own sake has limited inspirational value: if you should ever need to do that, your pocket telephone will do it for you.

Coding could and should be used to help teach math (and math could and should be used to help teach coding).

]]>A lot of big organizations (and government administration) grow past as certain point where their employees’ jobs are safe unless they screw up big time.

They don’t get fired for not doing things, only for doing the wrong thing.

Whoever is on the other end of the phone call can’t be fired for telling you to come to a branch office in person, but they can get in hot waters for updating your account data over the phone even though the right data is already there at the wrong place and even a 12 years old could figure out what needs to be done.

The risk/reward ratio is completely skewed.

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