I hate 22.4 - Journal of Chemical Education (ACS Publications)

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that the emphasis in high school math (and earlier) was placed on understanding logarithms. I really do not give two damns if my students understand logarithms, I want them to he able to use them, mindlessly, if need be. And the way to get them to be able to use logarithms is drill and more drill. It is teaching them the rote mechanical steps. Maybe, after they have learned how to use logarithms it might he worthwhile explaining why the procedures that are used work. (In fact, the laws of logarithm usage were understood well before those relating to exponents!) Teach people how to do things first. Leave the explanations to later. Most people who drive cars do not have the least idea about how the car engine works, but this doesn't stup them from making very practical use of the automobile. (They have even less understanding about the thermodynamicsoftht.Ottocycl~.~

Let's cut our freshman texts down to a manageable size. Let's reduce them from encyclopedias to practical learning aids-cover fewer topics more slowly and more thoroughly. Provide plenty of space and verbiage for drill. Let's ask our colleagues in the high schools to forgo all the fancy explanations and provide fun experiences and drill in narrowly selected areas. Maybe, if they drilled their students sufficiently well in the use of 22.4 I might learn to like that blasted number.

Rubin Battino Wright State University Dayton. Ohio 45431

Volume51. Number8. August 1974

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