I certainly do care about measuring educational results. But what is an 'educational result?' The twinkling eyes of my students, together with their heartfelt and beautifully expressed mathematical arguments are all the results I need.
Sure, some [teachers] could give the standard limit definitions, but they [the students] clearly did not understand the definitions - and it would be a remarkable student who did, since it took mathematicians a couple of thousand years to sort out the notion of a limit, and I think most of us who call ourselves professional mathematicians really only understand it when we start to teach the stuff, either in graduate school or beyond.
The completion of a rigorous course in mathematics - it is not even necessary that the student does well in such a course - appears to be an excellent means of sharpening the mind and developing mental skills that are of general benefit.
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