For the mathematically challenged

I got this as an email and thought it quite funny and unfortunately accurate.

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 f 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 tried 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 discussion 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 maderapara $100. El costo de la producciones es $80. Cuanto dinero ha hecho?

I actually did have a student last year who did not speak a word of English. It made it very tough for him to take notes.

Yesterday was an interesting day for me as a teacher. First, my trig class had a test and I had given them two class periods to prepare, study, ask questions, etc. What did they do most of the time? Play on their calculator, talk about the weekend, or just gossip in general. When the bell rang at the conclusion of the test yesterday, all I saw were looks of shock. When I glanced through the test, no one had finished, as a matter of fact, most had 3-5 problems left. They were mad, and to be honest, I was a little glad. We tend to spoon feed these kids more than we should. I haven't quite decided how I'm going to handle the grading.

So then later that day, during an 8th grade test, a girl calls me over and asks, "for #1 when it says to list the factors, does that mean to list the numbers that go into this number?". I respond, "I can't tell you that, but it is on your study guide that you were supposed to complete and I'm letting you use on the test." She then proceeds to burst into tears, put her head down on the desk and I'm unable to talk with her for about 10 minutes. Nice.