**Next message:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: T and I two days later"**Previous message:**White, Phillip: "RE: Self regulation and perhaps joint educational activity"**Next in thread:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: T and I two days later"**Reply:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: T and I two days later"**Maybe reply:**Debdowningw who-is-at aol.com: "Re: T and I two days later"**Messages sorted by:**[ date ] [ thread ] [ subject ] [ author ]

Interesting questions, interpretations, and observations regarding the first

interactions concerning

T and geometry. Some people were interested in the next installment.

As I noted when posting the prior example, it was not selected as typical

of the activity system where

homework is imposed by the Club who are supported in this imposition by the

parents and distrusted

by the community for fear that they do not impose homework rigidly enough.

(See paper by Nocon and

colleague on "School invades after school"). Nor is T typical in her

willingness to spend a lot of time

on homework. Nor is it typical for an undergrad to be able to do this level

of math. Mixed fractions tend

to be the upper limit. If there is interest, I can try to arrange for a wide

range of examples to be posted and

folks can work at defining typical from the raw data. Up to 48 generations

of fieldnotes to choose from

covering 16 years.

But assuming a next example of this pairing is of interest to some, here it

is.

mike

-----------------

I noticed T was sitting at the same desk as before so I walked up to her to

see if she was working on math again. Sure enough she had the blue (medium

difficulty) math sheet. I exclaimed, "Blue again, common, where's the

green!" T looked up and smiled and then pulled out the green (most

difficult) sheet as I pulled up a chair.

NARRATIVE:

Once again the assignment was on volume. This time we were to find the

volume of pyramids. She didn't have the formula written down, and though I

thought I knew it I wanted to make sure. I asked several adults around me

and we agreed that the formula was 1/3Bh but Jim got me a geometry book just

in case. The first few problems were quite easy. The shape was a basic

pyramid and all the dimensions were provided. T breezed through these

problems. The next two problems were slightly more complicated as you needed

to find the volume of part of the shape provided. The first of these

problems asked you to find the volume of the base. T didn't know how to

approach this problem so I asked her if she could find the volume of both

the big pyramid and the top part. She said she could because they were both

periods, she then understood that to find the volume of the base she would

have to subtract the top from the bigger pyramid. The next problem applied

this same technique. Following these problems, the assignment asked her to

write down the method she had used. T had no problem describing this

subtraction method so I was confident that she understood what she had done.

The next few problems were even more complex volumes. The last problem was

particularly tricky as it gave you the volume of a square base pyramid as

well as the height, and then asked you to find the length and width. I

walked T through the system of formula's that led to volume = side squared X

height. I asked if, with this formula and the givens, she could find the

length of the side, which we agreed was both the length and width, and she

said she could. The calculations were also tricky as they involved dividing

with fractions. Once I told her to put the entire volume in improper

fraction form she had no problem with the long division. In the end we

needed to use the square root function to find the side length. T wasn't

familiar with the square root so I explained it to her. I was impressed with

how quickly she caught on. Once I explained why the square root of 4 was 2

and the square root of 9 was 3, she could easily tell me the square roots of

16 and 25. This was the end of the math homework.

I asked T if she had done the healthy snack activity and she said she hadn't

so we decided to do that. This was a fairly straight forward activity and I

found that she really didn't need my assistance. T is apparently quite

computer savvy and had no problems finding the information on the web. At

the end of the activity she wrote a letter to the Wiz describing her diet.

Instead of a catalogue of items, she wrote in terms of what she ate enough

of and what she didn't eat enough of. Once she had finished the activity she

started to experiment with imputing different ages and genders into the

pyramid system to see what the differences would be. At this point her

father came.

**Next message:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: T and I two days later"**Previous message:**White, Phillip: "RE: Self regulation and perhaps joint educational activity"**Next in thread:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: T and I two days later"**Reply:**willthereallsvpleasespeakup who-is-at nateweb.info: "Re: T and I two days later"**Maybe reply:**Debdowningw who-is-at aol.com: "Re: T and I two days later"**Messages sorted by:**[ date ] [ thread ] [ subject ] [ author ]

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