Last week I
purchased a burger for $1.58. I handed the cashier $2.00 and
started digging for some change. I pulled out 8 cents and gave it to her.
She stood there with $2 and 8 cents. She looked bewildered, holding the
nickel and 3 pennies, while looking at the screen on her register.
I sensed her discomfort and tried to tell her to just give me two
but she hailed the manager for help. While he tried to explain the
transaction to her, she burst into tears.
The incident got me thinking about how our kids were learning math in
Teaching Math In 1950: A logger sells a truckload of lumber for $100. His
cost of production is 4/5ths of the price. What is his profit?
Teaching Math In 1960: A logger sells a truckload of lumber for $100. His
cost of production is 4/5ths of the price, or $80. What is his profit?
Teaching Math In 1970: A logger exchanges a set "L" of lumber for a set of
"M" of money. The cardinality of set "M" is 100. Each element is worth one
dollar. Make 100 dots representing the elements of the set "M." The set
the cost of product ion, contains 20 fewer points than set "M." Represent
the set "C" as a subset of set "M." Answer this question: What is the
cardinality of the set "P" of profits?
Teaching Math In 1980: A logger sells a truckload of lumber for $100. His
cost of production is $80 and his profit is $20. Your assignment:
the number 20.
Teaching Math In 1990: By cutting down beautiful forest trees, the logger
makes $20. What do you think of this way of making a living? Topic for
participation after answering the question: How did the forest birds and
squirrels feel as the logger cut down the trees. (There are no wrong
Teaching Math In 2000: A logger sells a truckload of lumber for $100. His
cost of production is $120. How does Arthur Anderson determine that his
profit margin is $60?
Teaching Math in 2005: El hachero vende un camion carga por $100. La
de production es . . . .