Vladimir, the problem has nothing to do with strength—some of these students did very well in other classes. Nor is it about effort—some students had already given up and weren’t bothering, others were trying futilely for hours a night. Even closing the initial inferential gap that caused them to fall behind (see my reply to Daniel_Burfoot above) didn’t solve the problem.
The problem was simply that they believed “math” was impossible for them. The best way to get rid of that belief—maybe the only effective way—was to give them the experience of succeeding at math. A pep talk or verbal explanation of their problems wouldn’t suffice.
If your definition of “the dark arts” is so general that it includes giving an easy homework assignment, especially when it’s the best solution to a problem, I think you’ve diluted the term beyond usefulness.
Vladimir, the problem has nothing to do with strength—some of these students did very well in other classes. Nor is it about effort—some students had already given up and weren’t bothering, others were trying futilely for hours a night. Even closing the initial inferential gap that caused them to fall behind (see my reply to Daniel_Burfoot above) didn’t solve the problem.
The problem was simply that they believed “math” was impossible for them. The best way to get rid of that belief—maybe the only effective way—was to give them the experience of succeeding at math. A pep talk or verbal explanation of their problems wouldn’t suffice.
If your definition of “the dark arts” is so general that it includes giving an easy homework assignment, especially when it’s the best solution to a problem, I think you’ve diluted the term beyond usefulness.