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RE: [xmca] comognition some more
It is interesting that it seems that she was comparing the two numbers, isn't it?
> Date: Sun, 24 May 2009 20:38:33 +0800
> Subject: Re: [xmca] comognition some more
> From: firstname.lastname@example.org
> To: email@example.com; firstname.lastname@example.org
> not sure what was going on in her mind. as an educator, if i had to choose
> between efficiency and understanding, i would prefer understanding. you
> can get Microsoft Excel or perhaps a Cray to do the calculation if you really
> want efficency.
> if she was trying to figure out on her own 10 - 7 = 3 as another way of
> saying 3 + 7 = 10, then i'd say that's good news, because personal
> agency in learning interconnections and relationships is what maths learning
> is really about, IMHO.
> 2009/5/24 Mike Cole <email@example.com>:
> > Another example of a struggling kid and how the strugggles manifest
> > themselves in talk and action.
> > They were the same as the problems I had helped her with the week before. I
> > asked her if she remembered how we added the two easy numbers together and
> > then added the third umber to that answer. She nodded yes and so that’s what
> > we did for all the problems. For example, if the problem was 3 + 3 + 7 we
> > added 3 + 3 first, which is six and then added the 7 to six, to get the
> > final answer. One thing I noticed, which I noticed before, is that A seems
> > to subtract a lot of times instead of add. So if I ask her what 7 + 3 is she
> > blurts out 4 really fast and then says, “no…” (Counts on her fingers) and
> > then says 10. I’m not sure why she wants to subtract but this seems to slow
> > her down a lot because she has to really think it through.
> > Again, ability presupposed by school and teacher are absent.
> > mike
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