As a teacher, we should use the problem posing method more than the banking concept. The problem posing method, makes way for discussion where in the banking method, you just memorize concepts. When you just memorize things, you don’t really learn them. The article gave an example, “Four times four is sixteen. The student records, memorizes, and repeats these phrases without perceiving what four times four really means.” That’s why talking about the concepts and relating them to real life helps learn them better. In a math class you can use both the problem posing and banking concept. Mostly only for smaller children when they’re first learning the facts. In math you learn facts that are what they are and never why they are. Math teachers focus on the banking method. I can’t really see algebra being taught in another way honestly. Algebra works best with the banking method in my opinion. Right now, I’m taking a math class that’s teaching us how to teach children math. In the class the professor shows us different ways that we can show math problems using manipulatives. That really helps young children see what’s going on and see why 5+2=7 or some other math problem. I once had a professor for psychology and he used the banking method. In his class it was lecture based with no discussion. He just read off the slides and never asked us any questions. In my early childhood classes, I’ve taken they were problem posing. In those classes we really had discussions on the topics that we were going over. I retained the information from my ECED classes better than the psychology class.