Timeline for How to nurture a good student?
Current License: CC BY-SA 3.0
9 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Aug 27, 2015 at 22:13 | comment | added | Vectornaut | @tomasz: Whoops—I have no idea. I may have removed it while revising, but forgotten to change the numbering. | |
| Aug 27, 2015 at 13:08 | comment | added | tomasz | @Vectornaut: What happened to the fourth purpose? | |
| May 10, 2015 at 4:32 | comment | added | Vectornaut | (5/5) The fifth is to let the student know that their project is connected to a wider body of research, turning it into an invitation to topics the student might not otherwise encounter. | |
| May 10, 2015 at 4:32 | comment | added | Vectornaut | (4/5) The third is to soften the disappointment that might arise if the student can't find a solution they're happy with. In this case, the student will know that the many others who were similarly disappointed still did valuable work, and that their inability to find a perfect solution ultimately helped the mathematical community grow to accept, and even celebrate, the compromises they had to make. | |
| May 10, 2015 at 4:32 | comment | added | Vectornaut | (3/5) The second is to redirect the student's expectations, from "I might discover something new" to "I might rediscover something cool." | |
| May 10, 2015 at 4:32 | comment | added | Vectornaut | (2/5) The first is to affirm that the problem is interesting, and has historically been worth people's time. | |
| May 10, 2015 at 4:32 | comment | added | Vectornaut | (1/5) As a former (and possibly current) enthusiastic crank, I want to mention that if you do this, I think it's important to emphasize that the problem the student is working on is well-studied, and that many solutions have been found. This serves five purposes. | |
| Mar 25, 2014 at 22:34 | history | edited | Alexander Gruber | CC BY-SA 3.0 |
added 30 characters in body
|
| Mar 25, 2014 at 22:29 | history | answered | Alexander Gruber | CC BY-SA 3.0 |