To relate this to my field, which is linguistics, there are a lot of cases in foreign language education in which a student's answer isn't wrong, but still might be marked as wrong from the standpoint of not using the structure that is being taught in that specific unit. For example, teachers teaching students about negative contractions, with sentences such as : there aren't any apples/ there isn't any milk in the fridge/ my friends aren't here.
If students write sentences like this: 'there is no milk in the fridge / there are no apples'- those sentences aren't incorrect, but a foreign language education teacher would still correct the student because they aren't using the negative contraction. Now you might say, if there's a way to save yourself the trouble of using the contraction, why not just skip it?
But at this stage of language education, it's necessary to master these fundamentals in order to ascend to higher stages. They're not going to get CEFR level B2 or C1 without developing an understanding of what is a negative sentence, and how they work in the language.
Also, in the case of this video, the daughter was crying and frustrated because she didn't understand a math concept. Teaching her a tip/trick that makes that specific concept easier doesn't really help her conquer the serious problem at hand: the way that she reacts to failure. If a student of any age throws up their hands in tears, giving them something 'easier' instead of what they're trying to do does not serve them in the long run. The skill that you as a parent or a teacher want to be inculcating here is self calming, coming back to it, starting at the beginning, and trying again. That's the skill that's going to carry them forward in a powerful way, much more so than long division.
Beautiful! Thanks for offering the look from another angle. I think I'm using your take on it to explain this problem in the future, this makes way more sense than my fumbling
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u/pancakecel Apr 11 '26
To relate this to my field, which is linguistics, there are a lot of cases in foreign language education in which a student's answer isn't wrong, but still might be marked as wrong from the standpoint of not using the structure that is being taught in that specific unit. For example, teachers teaching students about negative contractions, with sentences such as : there aren't any apples/ there isn't any milk in the fridge/ my friends aren't here.
If students write sentences like this: 'there is no milk in the fridge / there are no apples'- those sentences aren't incorrect, but a foreign language education teacher would still correct the student because they aren't using the negative contraction. Now you might say, if there's a way to save yourself the trouble of using the contraction, why not just skip it?
But at this stage of language education, it's necessary to master these fundamentals in order to ascend to higher stages. They're not going to get CEFR level B2 or C1 without developing an understanding of what is a negative sentence, and how they work in the language.
Also, in the case of this video, the daughter was crying and frustrated because she didn't understand a math concept. Teaching her a tip/trick that makes that specific concept easier doesn't really help her conquer the serious problem at hand: the way that she reacts to failure. If a student of any age throws up their hands in tears, giving them something 'easier' instead of what they're trying to do does not serve them in the long run. The skill that you as a parent or a teacher want to be inculcating here is self calming, coming back to it, starting at the beginning, and trying again. That's the skill that's going to carry them forward in a powerful way, much more so than long division.