The problem isn’t the arithmetic though, the problem is connecting the arithmetic to the type of abstraction in question, which is surprisingly difficult.
But is it the right thing that should be surprisingly difficult in chemistry class? I mean, we learned to disregard the nature of ions floating in the solution, as long as those ions can or cannot bind to each other. Great! You can probably explain things about sets, intersections, etc., to people who are used to such operations, but how is it chemistry? How does it control our anticipations about compounds (beyond a restricted range of interactions)? Analytical chem is not taught in high school (wasn’t in ours, anyway).
Hmm, I’m not sure. From your initial comment it sounded like there was more actual chemistry going on, but now I’m wondering if the amount of actual chemistry really is less than there was when I was in school.
The problem isn’t the arithmetic though, the problem is connecting the arithmetic to the type of abstraction in question, which is surprisingly difficult.
But is it the right thing that should be surprisingly difficult in chemistry class? I mean, we learned to disregard the nature of ions floating in the solution, as long as those ions can or cannot bind to each other. Great! You can probably explain things about sets, intersections, etc., to people who are used to such operations, but how is it chemistry? How does it control our anticipations about compounds (beyond a restricted range of interactions)? Analytical chem is not taught in high school (wasn’t in ours, anyway).
Hmm, I’m not sure. From your initial comment it sounded like there was more actual chemistry going on, but now I’m wondering if the amount of actual chemistry really is less than there was when I was in school.
I am not sure, too—was some time ago & there was some extracurricular activity going on, but… yes. I think so.