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Re: education, technology & chat (The Mathematics of it)
Thanks. I get the feeling that Nancy and I have ideas about precursors, and
promoting, and learning leading development (for me the question is "good
grief where did it lead now?") that promise a good line of discussion as
time goes on.
----- Original Message -----
From: "Bill Barowy" <firstname.lastname@example.org>
Sent: Thursday, November 11, 2004 9:32 AM
Subject: Re: education, technology & chat (The Mathematics of it)
> Excellent questions Peg, and they are influencing our inquiry. Thank you.
> > quadrilaterals: Does it come up that squares are rectangles, that the
> > of things that make a rectangle different from, say, a rhombus is of a
> > different order than the difference between squares and other
> Yes, squares being rectanges are talked about, but orders of difference
> > The second thing was about the "big, small" and "big, skinny": Are
> > treated in the talk more like, say, color (and not mathematized) than
> > are like, say, side or point?
> At this early introduction to shapes, i would dare interpret that Jane is
> interested in promoting thinking in complexes and that thinking
> scientifically/mathematizing, in sucha signficant way as you indicate, is
> ways off. This is to be expected. We're looking at 6-7 year olds, and,
> piagetian sense, these children are just entering concrete operations.
> does not see consistent perfomance of conservation, or the ability to hold
> two things in mind at the same time.
> > I'm guessing that the so-called correlations to the NCTM standards that
> > they say are provided by Scott Foresman would have the most information
> > about what mathematics learning/development ideas motivate the lesson
> > content; is that so?
> No. I've worked at TERC developing curriculum but not with the
> group. I think to honestly answer your question one would want to do CHAT
> historical analysis of TERC's investigations team together with the NCTM
> organization, and the schools that TERC pilots and field tests their
> The good answer is a book, perhaps a career. In a nutshell I think what
> motivates the lesson content is distributed all over.