[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]

*To*: <xmca-l@mailman.ucsd.edu>*Subject*: [Xmca-l] Re: units of mathematics education*From*: Andy Blunden <ablunden@mira.net>*Date*: Sun, 2 Nov 2014 18:22:29 +1100*In-reply-to*: <8D1C471CCB35B1F-1E0C-3A21E@webmail-va069.sysops.aol.com>*List-archive*: <https://mailman.ucsd.edu/mailman/private/xmca-l>*List-help*: <mailto:xmca-l-request@mailman.ucsd.edu?subject=help>*List-id*: "eXtended Mind, Culture, Activity" <xmca-l.mailman.ucsd.edu>*List-post*: <mailto:xmca-l@mailman.ucsd.edu>*List-subscribe*: <https://mailman.ucsd.edu/mailman/listinfo/xmca-l>, <mailto:xmca-l-request@mailman.ucsd.edu?subject=subscribe>*List-unsubscribe*: <https://mailman.ucsd.edu/mailman/listinfo/xmca-l>, <mailto:xmca-l-request@mailman.ucsd.edu?subject=unsubscribe>*References*: <1414042156116.36175@unm.edu> <49BC6E1396C8F94B92715533ED4D20DC1DAE749B@MBXP03.ds.man.ac.uk> <544911FA.3010808@mira.net>, <003a01cfeed5$9e928180$dbb78480$@att.net> <C5E992C0-FEFD-4E41-8730-965752C16996@manchester.ac.uk> <54496BA0.6080104@mira.net> <803A57FD-ED25-490E-847E-71B4E2490A63@umich.edu> <5449BC4B.1020504@mira.net> <15A0050C-24E2-4D3D-A4BD-7C8FBE47F907@umich.edu> <5449F0B6.5040902@mira.net>, <6073CDA7-B612-4CC2-AB79-312CE63F78BB@umich.edu> <1414280432557.55592@ucdenver.edu>, <700B31E6-4D18-43A1-8357-47B8EAF5D08F@umich.edu> <1414337487568.10699@ucdenver.edu> <66AA7EEB-1F34-485D-9227-5F8EB31A56F8@umich.edu> <ced5ad95d0ae4d14ae2db1df8a8cd26e@SN2PR0601MB798.namprd06.prod.outlook.com> <4E081611-A3BD-46F3-AE79-BB41E08CCF87@umich.edu> <544DAD02.9070005@mira.net> <95546616-8723-4803-A0D9-72ECAF4F5143@umich.edu> <544DCA93.1050502@mira.net> <A20F993F-947D-4800-B5A2-896CAB22007A@umich.edu> <5452D88F.3090401@mira.net> <8D1C471CCB35B1F-1E0C-3A21E@webmail-va069.sysops.aol.com>*Reply-to*: <ablunden@mira.net>, "eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu>*Sender*: <xmca-l-bounces@mailman.ucsd.edu>*User-agent*: Thunderbird 2.0.0.23 (Windows/20090812)

I'm a bit stumped, Roger.

So that's it. Full stop, Andy ------------------------------------------------------------------------ *Andy Blunden* http://home.pacific.net.au/~andy/ Tvmathdude wrote:

Andy,You have identified the real problem in much of what is taught asmathematics. When I look at curriculum in schools or colleges, nowheredo I see "create an environment where the student asks "what if?" Thestudy of Geometry lends itself to this kind of approach, but schoolsand colleges are more focused on "right" answers, than deviations fromthe norm.Yes, there is a very small percentage of the studentpopulation who do this on their own, but why can't we look to providean opportunity for "mindful mathematics" rather than "rote learning"for a majority of the students? Are we locked into "social convention"?All of our assessments of learning are about right and wrong, none areabout "what do you think about this"?Dr. DeBono took at look at thought when he described a process called"po-ing" (sp?), which is based on "what if".Look at Project Zero out of Harvard. This is a real effort toencourage student thought. Legislatures seem so hung-up onaccountability, but have no vision of what learning can be.I teach College Algebra to student right out of high-school. They areobsessed with "tell me what I need to know for the test".When, after kindergarten, do students get to "explore and discover"?Teaching is my passion. NLP is my tool set. I work very hard to openstudents minds to question and "play with" ideas, even when they don'trealize they are doing it.It is great to expand this discussion, but how do we help the student? Roger -----Original Message----- From: Andy Blunden <ablunden@mira.net> To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu> Sent: Thu, Oct 30, 2014 8:34 pm Subject: [Xmca-l] Re: units of mathematics education Let's not let this thread drop, Ed.To my mind, understanding that mathematics is constrained by objectiverelations, and is not just a social convention, and therefore *reveals*objective relations, quite distinct from relations discoverable by"experimenting" in the world beyond the text, and opens the possibilityfor students to *explore and discover*. Such an experience has a verydifferent content from that of acquiring a social convention. So I thinkit is important that the unit of analysis reflect this.Andy ------------------------------------------------------------------------ *Andy Blunden* http://home.pacific.net.au/~andy/ <http://home.pacific.net.au/%7Eandy/> Ed Wall wrote: > Andy > > Nice and important points. Thanks! > > Ed >>> On Oct 26, 2014, at 11:31 PM, Andy Blunden wrote:>>>> Well, I think that if you make a decision that mathematics is *not*essentially a social convention, but something which is essentially graspingsomething objective, then that affects what you choose as your unit of analysis.Student-text-teacher is all about acquiring a social convention.>>>> Remember that when Marx chose an exchange of commodities as a unit ofanalysis of bourgeois society, he knew full-well that commodities are rarelyexchanged - they are bought and sold. But Marx did not "include" money in theunit of analysis.>> >> Andy >> ------------------------------------------------------------------------ >> *Andy Blunden* >> http://home.pacific.net.au/~andy/ <http://home.pacific.net.au/%7Eandy/> >>>>>

**References**:**[Xmca-l] Re: units of mathematics education***From:*Tvmathdude <tvmathdude@aol.com>

- Prev by Date:
**[Xmca-l] Objectivity of mathematics** - Next by Date:
**[Xmca-l] Re: units of mathematics education** - Previous by thread:
**[Xmca-l] Re: units of mathematics education** - Next by thread:
**[Xmca-l] Re: Apologies** - Index(es):