What I find interesting in how things like "problem solving" or "concept
developement" are seen differently in the three countries. In Japan and
Germany which were more consistant with NCTM standards, they were between
interactionist to teacher centered approaches to math education. Wheras, in
the U.S. the emphasis on "problem solving" and "concept development" appear
to be seen more along the lines of "constructivism" and "discovery
learning".
One interesting tidbit with Japan that relates somewhat the Vygotsky's ZPD
was students leaving a lesson confused was seen as a positive thing. In
contrast to the U.S. where a teacher would trace back and make sure
everyone was on the same page. The rationale was for the students to do a
certain amount of cognitive reorganization in order to understand or make
meaning out of the lesson.
http://www.edweek.org/tm/vol-10/08candid.h10
Nate Schmolze
http://www.geocities.com/~nschmolze/
schmolze who-is-at students.wisc.edu
People with great passions, people who accomplish great deeds,
People who possess strong feelings even people with great minds
and a strong personality, rarely come out of good little boys and girls
L.S. Vygotsky
----- Original Message -----
From: Victoria Yew <v.yew who-is-at edfac.usyd.edu.au>
To: <xmca who-is-at weber.ucsd.edu>
Sent: Monday, August 02, 1999 9:01 PM
Subject: Re: newnewwholemath
> Dear Mike and Don
>
> First of all, I'll have to take a look at the web pages which Linda
> suggested.
> However, just a quick response, the model society which mike refers to
does
> not just promote physical canning, but other forms of mediating the same
> punishment.
> So, is that really a model anyone would want to follow?
>
> Victoria
>
> Don Cunningham wrote:
>
> > So Mike, are you advocating caning?
> >
> > djc
> >
> > On Mon, 2 Aug 1999, Mike Cole wrote:
> >
> > >
> > > Thanks very much, Linda, for your tips on math web pages. For those
on
> > > xmca involved in matters education, I recommend taking a look at
> > > the sites Linda noted. There is a very explicit link made between
> > > the supposed errors of activity-centered math instruction and whole
> > > language approaches (debate or not debate, Ken!) that is pretty
> > > amazing.
> > >
> > > I found the California standards materials interesting for a
different
> > > reason. The writers explicitly reject telling teachers how to achieve
> > > the standards. And the standards are tough. A lot of us would
struggle
> > > with parts of the 6th grade curriculum, I am pretty sure (me first!).
> > >
> > > The positive model for the tough minded: Why Singapore of course. Now
> > > there's a model society that can be a real pain in the behind if you
> > > don't get behind it! :-)
> > >
> > >
> > > mike
> > >
> >
> > __________________
> > Donald J. Cunningham
> > Center for Applied Semiotics
> > Indiana University
> > Bloomington, IN 47405
> >
> > PH: 812-856-5377
> > Fax: 812-856-8440
> >
> > Personal:
> > PH: 812-856-8316
> > Email: cunningh who-is-at indiana.edu
> > WWW: http://php.ucs.indiana.edu/~cunningh/
> >
> > Center:
> > Email: sign who-is-at indiana.edu
> > WWW: http://www.indiana.edu/~sign/
>