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The graphical illustrations mathematics teachers use enable students

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Bunuel
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The graphical illustrations mathematics teachers use enable students [#permalink] New post   10 Apr 2019, 23:58
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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: The graphical illustrations mathematics teachers use enable students [#permalink] New post   14 Apr 2019, 13:26
Bunuel wrote:
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.


Bunuel I understand how B is the correct option, which CANNOT be inferred on the basis of the above data.
    However, I had a hard time rejecting E.

The Argument states:
    Illustrating algebraic concepts graphically would be equally effective, i.e.,
    Graphical illustration is a way to teach both algebra and geometry. It is A Strategy.

E states:
    There are strategies that can be effectively employed in the teaching both of algebra and of geometry.
      There are multiple strategies that can be effectively employed in the teaching both of algebra and of geometry.

There is ONLY 1 strategy which is discussed.
Hence, the use of strategies ( plural-form ) is something, which we CANNOT infer.

Would be great if you can shed some light!
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The graphical illustrations mathematics teachers use enable students [#permalink] New post   14 Apr 2019, 13:40
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Xylan wrote:
Bunuel wrote:
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.


Bunuel I understand how B is the correct option, which CANNOT be inferred on the basis of the above data.
    However, I had a hard time rejecting E.

The Argument states:
    Illustrating algebraic concepts graphically would be equally effective, i.e.,
    Graphical illustration is a way to teach both algebra and geometry. It is A Strategy.

E states:
    There are strategies that can be effectively employed in the teaching both of algebra and of geometry.
      There are multiple strategies that can be effectively employed in the teaching both of algebra and of geometry.

There is ONLY 1 strategy which is discussed.
Hence, the use of strategies ( plural-form ) is something, which we CANNOT infer.

Would be great if you can shed some light!




E is tricky but you can sort of consider graphically and then being able to manipulate symbols as a bit more than 1 strategy. Basically graphical representation opens the door for options.

It's a bit gray I know.

But remember the question stem stays SOME support...which E has but B doesnt

But when you compare it to B...its easier to eliminate E. B cannot be supported at any cost.



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The graphical illustrations mathematics teachers use enable students [#permalink] New post   14 Apr 2019, 13:43
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A common mistake by the students is that they look at the question, every comma one millimeter apart, every word that is not a copycat both in the stimulus and the stem.

Losing the grasp of the big picture.

(E) There are strategies that can be effectively employed in the teaching both of algebra and of geometry.

Yes, the argument talks about this, saying that an essential strategy is to show graphically the learning process. However,m this is not the entire story because many concepts are abstract in the logic chain.

That's it. Choose B. Confirm. and move on.

I hope this helps you out.

Regards
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Re: The graphical illustrations mathematics teachers use enable students [#permalink] New post   27 Jul 2021, 08:56
(A) Pictorial understanding is not the final stage of mathematical understanding.
Yes abstract thinking and mathematical symbol manupilation are asoosiated skills -Hence out

(B) People who are very good at manipulating symbols do not necessarily have any mathematical understanding.
This si not substantiated since they might have mathematical inclination -Hence in

(C) Illustrating geometric concepts graphically is an effective teaching method.
This can be infered since pictorial representation was part of the deal-Hence out

(D) Acquiring the ability to manipulate symbols is part of the process of learning geometry.
This is stated in the passage -Hence out

(E) There are strategies that can be effectively employed in the teaching both of algebra and of geometry.
Pictorial manupilation and some other techniques -Hence out
IMO B
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Re: The graphical illustrations mathematics teachers use enable students [#permalink]
27 Jul 2021, 08:56
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