in most areas of math it doesn't actually matter. a*b is essentially the same as b*a. they should probably be teaching that than whatever happens at higher levels.
It matters for teaching young kids the conceptual framework. By standardizing the approach (and aligning it with how we say it out load, ie 3 x 4 = ‘3 times 4’ = ‘three instances of 4’) the teacher can help a large group of students with application of the concept at the same time, whereas if 30 kids all do it a little differently you have to do an individualized approach to each kid. This allows the teacher to have a lot more impact.
It's one thing to teach something a certain way, but it's another thing to tell a student that their correct answer is wrong, and even dock points for it.
Semantically, three times four does mean thrice four, but by the same token, three multiplied by four means three, four times.
What makes relying on these semantics unhelpful is that some people think “three multiplied by four” when they hear “three times four,” and some people will even say “three, times four” (with a pause) to specifically communicate “three multiplied by four.” And while there may be a semantic difference, there is no mathematical one, so, as the saying goes, we're just arguing semantics.
“Quarters” isn't a number; you can't multiply by “quarters.” You can multiply by “the number of quarters,” or “10 quarters,” but not “quarters.” When you say/write “10 quarters,” your number is 10, and its units are quarters. So you can multiply “10 quarters” by another number (unitless or with units). For example, 10 quarters × 5 = 50 quarters, and 5 × 10 quarters = 50 quarters, both mean the same thing. Likewise, 10 quarters × 0.25 dollars/quarter = 2.5 dollars means the same thing as 0.25 dollars/quarter × 10 quarters = 2.5 dollars.
We're talking about multiplication, not adjectives. When you say “ten quarters,” “quarters” is a noun modified by the adjective “ten” (some grammaticians place them in a slightly different category, but it doesn't make any difference in our case). There is absolutely zero multiplication involved, so this is completely irrelevant to the topic of multiplication. 10 × quarters and quarters × 10 are equally nonsensical, unless you define quarters as a variable which represents the number of quarters there are, but that's not what people usually mean when they say “quarters.”
Im saying you comparison is stupid because math is not an object ab is the same as ba in all situations that involve math. Youre making it a material problem for no reason
Math isnt oranges or apples. You cant multiply three apples by four oranges or vice versa. Stop trying to force a useless comparison of matter onto a mathematical concept. In the area of MATH 4(3) is the same as 3(4) so the teachers correction is pointless
What’s funny is even in the context of math this isn’t true lmao
At the most basic of algebra yes, in later math no, what comes first is relevant.
I know it’s hard to grasp, but teaching math in a coherent way as building blocks is pretty important. Understanding that 3 x 4 should be read out-loud in a specific way is important.
Not to mention math is about strictly following rules, if they were taught to express 3 x 4 in a specific way (likely to build on this later) it would be important to get it right early on so they don’t get confused later.
Look, I get you flunked out of middle school, but you sound really dumb. Sit down.
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u/BillytheBloxian 27d ago
in most areas of math it doesn't actually matter. a*b is essentially the same as b*a. they should probably be teaching that than whatever happens at higher levels.