Who or what broke my kids? "The basic premise of the activity is that students must sort cards including probability statements, terms such as unlikely and probable, pictorial representations, and fraction, decimal, and percent probabilities and place them on a number line based on their theoretical probability. I thought it would be an interactive way to gauge student understanding. Instead it turned into a ten minute nightmare where I was asked no less than 52 times if their answers were “right”. I took it well until I was asked for the 53rd time and then I lost it. We stopped class right there and proceeded to have a ten minute discussion on who broke them."
The Teaching of Arithmetic: The Story of an experiment. In the fall of 1929 I made up my mind to try the experiment of abandoning all formal instruction in arithmetic below the seventh grade and concentrating on teaching the children to read, to reason, and to recite - my new Three R's. And by reciting I did not mean giving back, verbatim, the words of the teacher or of the textbook. I meant speaking the English language. I picked out five rooms - three third grades, one combining the third and fourth grades, and one fifth grade. I asked the teachers if they would be willing to try the experiment.
"Milgram and Bishop are opposed to reforms of mathematics teaching and support the continuation of a model in which students learn mathematics without engaging in realistic problems or discussing mathematical methods. They are, of course, entitled to this opinion, and there has been an ongoing, spirited academic debate about mathematics learning for a number of years. But Milgram and Bishop have gone beyond the bounds of reasoned discourse in a campaign to systematically suppress empirical evidence that contradicts their stance. Academic disagreement is an inevitable consequence of academic freedom, and I welcome it. However, responsible disagreement and academic bullying are not the same thing. Milgram and Bishop have engaged in a range of tactics to discredit me and damage my work which I have now decided to make public." Jo Boaler, professor of mathematics education at Stanford, accuses two mathematicians, one her colleague of Stanford, of unethical attempts to discredit her research, which supports "active engagement" with mathematics (aka "reform math") over the more traditional "practicing procedures" approach. [more inside]
Science! (autoplaying video) The 42nd season of "Sesame Street," which premiered today, will be including a few new educational categories for preschoolers in its usual mix of lessons and parodies: STEM skills — Science, Technology, Engineering and Mathematics. In addition to more scientifically accurate slapstick, characters will try experiments, build bridges and boats, launch rockets and think through problems that require trial and error, observation and data -- all problem areas for America's students. [more inside]
Systems, networks, and strategies is a math course being developed and taught this semester at the San Francisco Art Institute, by Lee Worden. The course-outline-in-progress is online at the linked wiki, including links to course materials like "the two-in-one-out game," "Places to intervene in a system," on-line flocking simulations, and "street math in graffiti art."
"so you can imagine, here I was, an analyst at a hedge fund; it was very strange for me do to something of social value"
Salman Khan: The Messiah of Math - "His free website, dubbed the Khan Academy, may well be the most popular educational site in the world. Last month about 2 million students visited. MIT's OpenCourseWare site, by comparison, has been around since 2001 and averages 1 million visits each month... [more inside]
Dan Meyer is a high school math teacher with a clever idea: make math about the real world. On his blog, he writes about classroom management, the real skills of teaching, labels, information design, and assessment.
A new study in Science claims that teaching math is better done by teaching the abstract concepts rather than using concrete examples. From an article by the study authors in Science Mag (requires subscription): If a goal of teaching mathematics is to produce knowledge that students can apply to multiple situations, then presenting mathematical concepts through generic instantiations, such as traditional symbolic notation, may be more effective than a series of "good examples." This is not to say that educational design should not incorporate contextualized examples. What we are suggesting is that grounding mathematics deeply in concrete contexts can potentially limit its applicability. Students might be better able to generalize mathematical concepts to various situations if the concepts have been introduced with the use of generic instantiations.
“…if I had to design a mechanism for the express purpose of destroying a child’s natural curiosity and love of pattern-making, I couldn’t possibly do as good a job as is currently being done — I simply wouldn’t have the imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.” [more inside]