I agree with this manifesto wholeheartedly, just it’s too damn difficult to think of all the whys on the spot to get my son to be interested in that.
He’s doing “remote learning” at home, it’s basically Coursera-like lessons, since his school was hit by artillery during the first month of the war with Russia, and it still doesn’t work.
> It follows that we must not introduce any topic for which we cannot first convince the students that they should want to pursue it.
There are several good math related youtube channels and they have the advantage of allowing viewers to find questions | topics that they find of interest and then pursue .. which can lead to following for the latest releases and discussing with others that comment.
Matt is very engaging and there's a fair bit of back and forth from others on his channel comments which might take your son down a path of greater engagement and exploration.
If I understand this correctly, you cannot bend the approach to the teaching of any particular topic (e.g. what's in your son's homework this week). Rather you would have to bite the bullet and teach your own parallel course, abandoning the school curriculum to the teachers.
It doesn’t bring much understanding, though. It’s hard to create parallel curriculum for my kids, while I have my startup running. And the war isn’t helping either, with air alerts and rockets/drones trying to strike Kyiv seemingly every night.
Would be helpful to have concrete examples, directions, etc.
A month ago I told him an old and tired joke. 90 degrees is a right angle, and 100 degrees is when water boils (celsius FTW). He howled with laughter and sure knows now some things about angles and circles.