פרסומים אחרונים במדור "חדשות"

Actually, I remember History lessons with mixed feelings: I didn't care for them much when in the 11th grade, and yet I did like them in the 12th grade. My success in the Bagrut exams in the appropriate years were relational. Same went for Physics, actually. Really, it seems to me that my success in most subjects was proportional to my interest in them.

Art, you say. Hmm.. I'm afraid the art teacher didn't care much for my art. She thought it too grim.

You've given me an idea, though. I should try painting.. nothing too exact, though. I am no drawer of straight lines.

Aren't you in high school? Shouldn't you be going to bed?

What's the happy occasion?

Do you mind if I smack myself on the head? A year ago, and I had completely forgotten it. Still, with all that I've learned this year, I shouldn't be surprised.

I am not ashamed of being an Atudai. If you think that I should be ashamed, I would ask that you explain yourself.

Though it requires some "reverse engineering" (if you catch my drift), I gather that this is some kind of Kitzis-Freidmann kind of thing.

I still don't understand why I need to be ashamed of anything. If all you've got is satire, then your position seems to be standing on fowl legs, so to speak.

Maybe it loses its effect when one has to read it backwards. Ncurses..

cheers

As one who did study 5-Unit Mathematics in high school, I can testify that I was completely unprepared to actual Mathematics. I was not aware of how to prove things mathematically - my level of Mathematics was one which would maybe be somewhat more appropriate for an Engineer. To think that the beauty of a fine proof, of the way Mathematics works nowadays, was out of my reach for so long. This is one of the things that made it hard for me to cope with first-semester Hedva.

Oh, and by the way, Mathematics is not a Science.

Yes, this discussion will last forever. It have for the past 30 or so years. We have tried progressive schools, democratic schools, standardized tests, non-standardization, alternative assessment, traditional assessment, more money, less money, no discipline, more discipline... (and I can go on for hours). We have to face it: so far, we honestly DO NOT KNOW what helps children learn.
We know that the most effective variable is the teacher. A good teacher makes all the difference (and this has been statistically proven). But we still haven't find a way to identify good teachers beforehand.
We know that different ethnic groups perform differently in school. We still don't know why. The most popular theory at the moment refers to home environment and support. We don't know how to change entire cultures, or how to change entire school systems and make them fit certain cultures.
This discussion will not end, not because we hold controversial opinions and enjoy debating them, but because we all hope that someone will write down the one thing we hope to read - THE ANSWER. Well then.