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RE: education, technology & chat (The Mathematics of it)

Hi Peg and others,

I have loved this discussion but I may confess that is not in my ZPD.
So, I guess I may have missed lots of things because speakers here are
like the Tolstoian characters at the end of Thought & Language
communicating a lot without enough speech. I also assume that some of
you know each other personally, which makes thing easier to understand
because it looks like there are lots of thing that are follow ups of
other discussions. (Coming back at the issue of Stalkers at XMCA...) May
be you want to recommend some reading for starters? Also, are there
similar discussions concerning the teaching of language?


David Preiss, M.Phil.
Pontificia Universidad Catolica de Chile www.puc.cl
PACE Center at Yale University www.yale.edu/pace
Homepage: http://pantheon.yale.edu/~ddp6/
Phone: 56-2-3547174
E-mail: david.preiss@yale.edu or davidpreiss@yale.edu

-----Mensaje original-----
De: Peg Griffin [mailto:Peg.Griffin@worldnet.att.net] 
Enviado el: Friday, November 12, 2004 4:22 PM
Para: xmca@weber.ucsd.edu
Asunto: Re: education, technology & chat (The Mathematics of it)

Wow in the portland schools, huh?  Terrific.

Can you get operations and their models with their strategy variants
into the stream as problems of equality of measured continuous quantity
(free of numbers)?  A > B (Jenny's amount of clay is greater than
Sasha's and it isn't fair) so how do you get A=B  but by getting some C
so that A-C and
B+C.  From clay models to drawings of it to lines about it to letters 
it -- and you can model all the different operations situations that
Siegler and his folks get into.  There is no doubt that numbers will
creep in too soon because non-continuous quantity entities will, but at
least there is some escape from a put-aside unit for measurement, maybe?


--- Original Message ----- 
From: "Peter Moxhay" <moxhap@portlandschools.org>
To: <xmca@weber.ucsd.edu>
Sent: Thursday, November 11, 2004 1:55 PM
Subject: Re: education, technology & chat (The Mathematics of it)

> Peg, you wrote:
> > he portlandschools in your e-mil address.  I want
> > to know more about it.
> It's the Portland, Maine, public school system.
> > So, no, I haven't gotten it central, but I get measurement and 
> > modeling of operations in by whatever means necessary.  Number 
> > words, count lists of
> > them, the Gelman and Gallistel and following stuff, and the info
> > number word structuring in other languages -- it can be a useful
> > complication for numbers curricula, don't you think?
> Of course! There are many ways to go about it. Getting the points you 
> mentioned added into a traditional introduction of number is a really 
> good start.
> The challenge for me has been, though, to keep the measurement-based 
> approach from being pushed off to the side as a "unit" -- a nice way 
> to do "measurement " for a couple of weeks and then we move on to 
> another, unrelated topic. AT-based approaches have such potential for 
> a qualitative change in how concepts are
> developed in children -- engaging teachers and administrators in a
> dialogue on this
> is a task of a different order of magnitude, I've found.
> Peter