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Re: [xmca] a minus times a plus
- To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
- Subject: Re: [xmca] a minus times a plus
- From: Mike Cole <lchcmike@gmail.com>
- Date: Thu, 4 Jun 2009 08:58:39 -0700
- Delivered-to: xmca@weber.ucsd.edu
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- Sender: xmca-bounces@weber.ucsd.edu
I am currently reading article by Fuson suggestion by Anna Sfard on whole
number operations. I also need to study Anna's paper with exactly this
example in it. Not sure what moment of despair at deeper understanding hit
me. Now that I am done teaching and have a whole day to communicate things
are looking up!! Apologies for doubting I could have deep understanding of
why minus x minus = plus and minus x plus = minus. At present my
understanding remains somewhat bifurcated. The former is negation of a
negation as david kel long ago suggested, linking his suggestion to Anna's
comognition
approach. The second I think more of in terms of number line and
multiplication as repeated addition.
Perhaps the two will coalesce under your combined tutelage.
mike
And member book links are coming in. Nice.
mike
On Wed, Jun 3, 2009 at 8:13 AM, Duvall, Emily <emily@uidaho.edu> wrote:
> Rest assured, some of us will persevere.
> I am actually taking a class on grade 4-8 math this summer. As a
> literacy educator, content literacy, math literacy, science literacy...
> even financial literacy are becoming part of my bailiwick so I figured
> I'd better stay on top of the new Idaho math initiatives.
> Also a colleague talked me into it... :-)
>
>
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
> On Behalf Of Ng Foo Keong
> Sent: Wednesday, June 03, 2009 6:10 AM
> To: mcole@weber.ucsd.edu; eXtended Mind, Culture, Activity
> Subject: Re: [xmca] a minus times a plus
>
> Please don't give up, pleeeeeeeeeeeese.
>
> As a maths educator I'd feel bad about myself if people (including
> other educators /
> educationists) give up on maths.
>
> F.K.
>
>
>
> 2009/5/26 Mike Cole <lchcmike@gmail.com>:
> > I guess i should give it up and go fishing. I am a terrible
> mathematician
> > and should probably just give it, and the kids, up. Sad, but probably
> true.
> > ike
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