Re: [xmca] a minus times a plus

[Andy Blunden <ablunden@mira.net>]

Up to a point, that sounds good FK.

But a couple of instant reactions,

1. I find that people's workings differ enormously, and 
hearing someone else's inner speech could just be confusing.

2. Talking it aloud is something that needs to be sublated. 
That's the whole point. So we only really need to hear the 
workings that are central to the lesson.

3. But the point is (I think) that M. may have missed 
something and can't catch up because she doesn't share with 
her teacher what her problem is. I suspect that if M. 
attended your lesson and did participate, her problems would 
be over.

4. I suspect that Eric has a point. She lacks confidence in 
her own ability and we suspect she is too shy to speak up 
and her whole learning process may be obstructed by this 
tension.


a

Ng Foo Keong wrote:
> hi:
>
> i am teaching some math tuition classes in Singapore, and i am
> trying to apply the current academic discourse on mathematical
> discourse i.e. moving away from essentialist beliefs about fixed
> cognitive abilities to looking at _how_ students and teachers
> communicate and make intersubjective meaning.  i model by
> making all my cognitive as well as metacognitive processes obvious
> by talking out loud, and using different colours to mark pertinent
> points to note.  i also intentionally (and sometimes unintentionally)
> make mistakes, so pupils could apply a critical mind and build their
> identities as active mathematical thinkers instead of being passive
> listeners.  i get students to explain their working to the class and to
> each other.
>
> seems to be working nicely.   ;-)
>
> F.K.
>
>
>
>
>
>
>
> 2009/6/29  <ERIC.RAMBERG@spps.org>:
> > Andy:
> >
> > Perhaps this is helpful, perhaps not.  The military conducts exercises
> > with recruits that place them in extremely stressful situations.  Swimming
> > in frigid water,high altitudes, etc. and then asks them to do mundane
> > exercises (sort cards, say the alphabet, multiplication tables, etc.).
> > Those who fail these mundane exercises do not suffer deficits but rather
> > have a profundity for their brains to resort to basic survival mode and
> > abort any attempt of higher psychological functioning.  Anxiety has a huge
> > influence on how people's higher psychological functions work and as any
> > CHATer would know anxiety is tied to the socio-cultural-history of a given
> > activity.  Steve is on the right track to bring up Davidov's notion of
> > backward tracking but yes I find the explanation to be Piaget in nature
> > but not piaget in concept.  Perhaps it is piaget in nature because
> > intellectuals at a certain level of development speak in very scope and
> > sequence methodology regardless of their philosophical underpinnings.
> >
> > eric
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Andy Blunden (Erythrós Press and Media) 
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