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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Here is a briefer, less complex, description from a different community
college student during a homework helping part of their activity at a
different site from the last one (an elementary school). I find it
interesting as an example of child change in interaction. What difference
would it make if it were analyzed by Bruner, Vygotsky, or Piaget-- or bb
or mc?!
mike
---- They were doing multiplication problems, which is the first time I have seen multiplication homework at 5D. I was worried at first because mosies is the same kid I problems last week with adding and subtracting. An example of the problems they had is: There was a picture of three jackets with 4 buttons on each of them. The question were as follows:How many buttons? 4 How many jackets? 3 How many buttons all together? 12
At first I had to start by actually counting the buttons to get 12 and then showing them that by multiplying you can get 12 without counting all of them. Jodie picked up on this right away, but I had to do every problem with Mosies. I just talked him through it. He was just guessing any number so I knew he didn't understand what we were doing. He wrote down numbers because he copied them from Jodie. By the last problem he was starting to figure it out, but without my help I don't think that he could do it alone. I foresee him having math problems in the future if he doesn't get the right amount of support now, so lets try to help him out!
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