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The graphical illustrations mathematics teachers use enable [#permalink]
 30 Sep 2009, 12:52
Question Stats:
53% (02:30) correct
46% (01:33) wrong based on 5 sessions
1. The graphical illustrations mathematics teachers use enable students to learn geometry more easily by providing them with an intuitive understanding of geometric concepts, which makes it easier to acquire the ability to manipulate symbols for the purpose of calculation. Illustrating algebraic concepts graphically would be equally effective pedagogically, even though the deepest mathematical understanding is abstract, not imagistic. The statements above provide some support for each of the following EXCEPT: (A) Pictorial understanding is not the final stage of mathematical understanding. (B) People who are very good at manipulating symbols do not necessarily have any mathematical understanding. (C) Illustrating geometric concepts graphically is an effective teaching method. (D) Acquiring the ability to manipulate symbols is part of the process of learning geometry. (E) There are strategies that can be effectively employed in the teaching both of algebra and of geometry.
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Re: effective pedagogically [#permalink]
30 Sep 2009, 12:58
IMO B.
Manupulating symbols is a part of mathematical calcultions and thus needs the understanding of maths.
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Re: effective pedagogically [#permalink]
30 Sep 2009, 22:16
i would also go for B.
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Re: effective pedagogically [#permalink]
01 Oct 2009, 15:10
IMO A
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Re: effective pedagogically [#permalink]
01 Oct 2009, 15:45
ubsCSG wrote: IMO A Can you please explain why?
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Re: effective pedagogically [#permalink]
02 Oct 2009, 04:53
B is correct. There's no support for that statement anywhere in the stimulus.
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Re: effective pedagogically [#permalink]
04 Oct 2009, 23:56
i think it is B,as in A, last statement do support it.
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Re: effective pedagogically [#permalink]
05 Oct 2009, 04:45
Agree with B. The negation always holds true.
Looks like LSAT types:)
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Re: effective pedagogically [#permalink]
05 Oct 2009, 05:41
OA?
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Re: effective pedagogically [#permalink]
08 Oct 2009, 21:55
I will go with B
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Re: effective pedagogically [#permalink]
09 Oct 2009, 15:25
agree with B as supportive information is not stated in the original question...
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Re: effective pedagogically [#permalink]
12 Oct 2009, 04:17
1. The graphical illustrations mathematics teachers use enable students to learn geometry more easily by providing them with an intuitive understanding of geometric concepts, which makes it easier to acquire the ability to manipulate symbols for the purpose of calculation. Illustrating algebraic concepts graphically would be equally effective pedagogically, even though the deepest mathematical understanding is abstract, not imagistic.
The statements above provide some support for each of the following EXCEPT:
(A) Pictorial understanding is not the final stage of mathematical understanding.
(B) People who are very good at manipulating symbols do not necessarily have any mathematical understanding.
(C) Illustrating geometric concepts graphically is an effective teaching method.
(D) Acquiring the ability to manipulate symbols is part of the process of learning geometry.
(E) There are strategies that can be effectively employed in the teaching both of algebra and of geometry.
I think its D
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Re: effective pedagogically [#permalink]
12 Oct 2009, 14:09
I think it's B, too.
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Re: effective pedagogically [#permalink]
12 Oct 2009, 14:15
Tough one
IMO B
the negative makes the statement untrue.
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Re: effective pedagogically [#permalink]
13 Oct 2009, 04:46
IMO B
hey noboru , why you are not putting OA under hidden tag?
Without OA there can't be any conclusive discussion
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Re: effective pedagogically [#permalink]
22 Oct 2009, 22:30
I think A is the correct answer. Waiting for OA.
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Re: effective pedagogically [#permalink]
23 Oct 2009, 03:20
IMO B is the answer.
The stimulus talks about the deepest mathematical understanding and not 'any' as B states.
Last sentence clearly says there is something more deeper than the graphical understanding, so A is supported in the paragraph and hence the choice is wrong.
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Re: effective pedagogically [#permalink]
03 Nov 2009, 22:26
1
This post received
KUDOS
1. The graphical illustrations mathematics teachers use enable students to learn geometry more easily by providing them with an intuitive understanding of geometric concepts, which makes it easier to acquire the ability to manipulate symbols for the purpose of calculation. Illustrating algebraic concepts graphically would be equally effective pedagogically, even though the deepest mathematical understanding is abstract, not imagistic.
The statements above provide some support for each of the following EXCEPT:
(A) Pictorial understanding is not the final stage of mathematical understanding.
(B) People who are very good at manipulating symbols do not necessarily have any mathematical understanding.
(C) Illustrating geometric concepts graphically is an effective teaching method.
(D) Acquiring the ability to manipulate symbols is part of the process of learning geometry.
(E) There are strategies that can be effectively employed in the teaching both of algebra and of geometry.
IMO B
It is mentioned in the argument that "deepest mathematical understanding is abstract, not imagistic". Therefore, the pictorial understanding cannot provide the deepest understanding and hence cannot be the final stage. Hence, there is support for A
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Re: effective pedagogically [#permalink]
05 Nov 2009, 03:33
Its B....Not knowing the deepest mathematical understanding is not same not having any mathematical understanding
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Re: effective pedagogically [#permalink]
05 Nov 2009, 18:24
I will go with B For A - Pictorial understanding is not the final stage of mathematical understanding. ( this point is supported , where the author is saying -acquire the ability to manipulate symbols for the purpose of calculation. that means calculation is the final step) For D - acquire the ability to manipulate symbols for the purpose of calculation. - is clearly supported
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Re: effective pedagogically
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05 Nov 2009, 18:24
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