Re: [xmca] culture as function

Eric,
 
I have spent much of my free time this last year read Vygotsky,
interpretations of Vygotsky and assumptions about "what would Vygotsky do?"
 
I have taken much of this and tried to find an application in my teaching of
mathematics at a Community college. My experience has been that "without a
name, the student cannot access the concept". Also without the vocabulary, they
 are unable to use the textbook as an aid to their learning.
 
I have also determined that the name takes on meaning through dialog. They
have to see it, say it, write it and hear it - again and again. For many
statistics is not part of their "culture". I have to create a statistical culture
within my classroom and connect it to their "culture". When they "see" the
connection and share the connection, learning has taken place. But until they
apply statistics their "culture" in a way that has relevance, the concept is
just a word or formula or a definition that has little real meaning.
 
Roger

**************Get trade secrets for amazing burgers. Watch "Cooking with
Tyler Florence" on AOL Food.
(http://food.aol.com/tyler-florence?video=4&?NCID=aolfod00030000000002)
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
Received on Wed May 21 14:14 PDT 2008