Re: [xmca] culture as function

                  Yes Roger:

I would certainly agree. When I am teaching algebra I constantly try to
use words such as 'like terms', 'distribute', 'integer', 'greatest common
factor', etc. Presenting the material in numerous ways but always linking
each presentation back to the words is the only way I have found that these
concepts begin to stick. Is this what you are saying?

eric

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      Subject: Re: [xmca] culture as function
TVMathDude@aol.com
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05/21/2008 05:09 PM EDT
Please respond to "eXtended Mind, Culture, Activity" <font
size=-1></font>

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

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Received on Wed May 21 17:22 PDT 2008