Many have seen this little exercise before, but as it came across my email today, I wondered how the same "evolutionary process" impacted religious education/catechesis...Maybe someone could could up with a version for "Religious Education" and share it?
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Evolution of Math Education - 1950-2006
Last week I purchased a burger at Burger King for $1.58. The counter girl took my $2 and I was digging for my change when I pulled 8 cents from my pocket and gave it to her. She stood there, holding the nickel and 3 pennies, while looking at the screen on her register. I sensed her discomfort and tried to tell her to just give me two quarters, but she hailed the manager for help. While he tr ied to explain the transaction to her, she stood there and cried.
Why do I tell you this?
Because of the evolution in teaching math since the 1950s:
1. Teaching Math In 1950
A logger sells a truckload of lumber for $100. His cost of production is 4/5
of the price. What is his profit?
2. Teaching Math In 1960
A logger sells a truckload of lumber for $100. His cost of production is 4/5
of the price, or $80. What is his profit?
3. Teaching Math In 1970
A logger sells a truckload of lumber for $100. His cost of production is $80.
Did he make a profit?
4. Teaching Math In 1980
A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20.
Your assignment: Underline the number 20.
5. Teaching Math In 1990
A logger cuts down a beautiful forest because he is selfish and inconsiderate and cares nothing for the habitat of animals or the preservation of our woodlands. He does this so he can make a profit of $20. What do you think of this way of making a living?
Topic for class participation after answering the question: How did the birds and squirrels feel as the logger cut down their homes? (There are no wrong answers.)
6. Teaching Math In 2006
Un hachero vende una carretada de madera para $100. El costo de la produccion es $80. Cuanto dinero ha hecho?
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Have a nice weekend!
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