What's funny about this rant-fest is that the original comment reported coming from the teacher may have been misinterpreted. In school history past, back in the dark ages, we too may have received at least a significant amount of a total mark for a complicated test question involving math if we showed the full concept and calculation method for arriving at the answer. The specific arithmetic involved, in those cases, was not the point of the test question. I always thought this made sense....my daughter says in math class as long as the answer is close the teacher will accept it!!!
But, I wonder if classes still do verbal "stress" quizzes like Mr. Robertson used to give: "2*9...+23...-16...+41...*3 = ?"....about a 5-second pause for students to write down answer...then next verbal question. All rapid-fire one after another. You had to use mental imagery of the numbers to keep up. Nobody was text messaging to their buddy during these fun quizzes.