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What's your opinion on "drill and kill" math homework?

Drill and kill is somewhat what it sounds like. It's where you do lots and lots of repetition (drill), and this is allegedly supposed to "kill" your interest in the subject rather than merely exercising your skills to greater and greater fluency.
Is this an intentional effect, like aversion therapy? Sounds goofy.
@SW-User I get that now. I didn't then. No math teacher ever fired me up.
SW-User
@33person My linear algebra prof had a great system. We'd get weekly "exams" that were much more difficult than the real exam, but we were allowed to "cheat" and talk to each other to try to collectively solve them.

That way, when the real exam came round it was easy by comparison to what we had been doing, and everyone did extremely well.
@SW-User That's a great approach on more than one level.
SW-User
Anyone who "drills" math is doing it wrong.
33person · 26-30, M
@SW-User Is there any value in being able to solve equations more quickly due to having done it repeatedly? Let's assume it's already given that the properties of equality are well understood.
SW-User
@33person There's more value in intuitively understanding what you're doing. Math is not about memorizing stuff, or not a lot of stuff anyway.

I'm very good at working with small integers because I did it so much in linear algebra that it was eventually faster to do in my head than with a calculator, but there's not really that much value in me being able to do that.
math can be beautiful
33person · 26-30, M
@Strawberrry Yes, it can. So what do you think of the question?
MethDozer · M
I think.learning times tables and rote learning is good for basic.arithmetic. Better than this convoluted back tracking being taught in common core.

Personally I found the more we learned the equations the more they started to explain themselves.
33person · 26-30, M
@MethDozer I agree.
MethDozer · M
@33person It loses any value after that point though.
33person · 26-30, M
@MethDozer There are always more techniques to get good at as you go further in math. For example, if you're trying to prove something, you have to have worked with all the theorems enough so that when you prove something in chapter 7, you remember to invoke some random theorem in chapter 3 when convenient.

 
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