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RE: math for reproduction and domination

good afternoon  -  a clinical teacher and i earlier today observed a teacher candidate teach a lesson of fraction equivalents with fifth graders, the majority of whom were born in mexico  -  the teacher candidate immigrated to the states a few years ago from korea.  watching how everyone struggled with second language issues, the use of manipulatives, how to organize their graphic organizers on a piece of paper, build mutual understanding, etc. was to observe a highly complex social interaction.  at that point of time, for thirty minutes, the focus was on highly discreet proceedural skills that supported individual concept formation.  i have backgrounded in my head the multiplicity of the cultural historical conditions that brought all of us together in that room on that particular spot on the floor at that time.  to move into a cultural historical analysis of this 30 minute event certainly isn't feasible just now  -  people's attention is focused on a very narrow kind of learning, which is needed to maintain everyday classroom practices so that these larger questions can then be considered.
i'm still wondering where the classroom teacher that Bill is working with, where her perspective is.  


From: Bill Barowy [mailto:xmcageek@comcast.net]
Sent: Thu 11/11/2004 11:39 AM
To: xmca@weber.ucsd.edu
Subject: Re: math for reproduction and domination

What I meant was, I'm simply trying to cook some notes, and while that does
not preclude a cultural historical analysis at some  later time, the analysis
at this moment centers on some kids learning some math.  The analysis will
surely and eventually broaden, as yrjo's expansive methodolgy demands.  Peg's
questions concerning NCTM content has already been moving things toward
cultural historical analysis.

And then, I have the impression of some history of xmca conversations going
down the dialectical philosophical path and then, paradoxically, failing to
rise back up again to the concrete.  I'd like to stay concrete as long as