Math Educators!

Comment

Comment by Nicola Vitale on January 29, 2010 at 11:06am

Here is my idea: Slide-rules!
I think there is more going on cognitively and perceptively when using a slide-rule than using a calculator...
When doing a multiplication on a slide rule (three by two, for example), you can see an infinite number of multiplications (3x2, 4x2, and all of the rationals and irrationals in between) lined up... you could also use the same "state" of the slide-rule to see the corresponding divisions...
You also get rid of the misconception that a calculator gives and "exact" answer, rather you can see that many calculations result in irrational answers that can only be written as approximations.
thoughts?

Comment by Robert Zenhausern on January 29, 2010 at 10:33am

My plan is simple. Get one teacher who is willing to put Grade 1 students on a spreadsheet and let them learn computation by doing it and not memorizing facts.
The facts will be learned by repetition of the right answer. Use approximation and let children "guess" the answer and the guesses will become more and more accurate. Grade students on how close they are to the right answer. You can build up approximation to include 2 and 3 digit numbers.

Before they get to that point start teaching basics of algebra and other higher math.

One of my clearest examples. Ask a child: If a car goes 5 miles per hour how far will it go in 4 hours. If the child can answer that, they understand the math. As the child: If a car goes 14.26 miles per hour, how far can it go it 3.78 hours. If the child cannot answer that, the child has a problem with arithmetic.

I have found similar distinctions with graduate psychology students.

Comment by Ryan Goble on January 29, 2010 at 10:24am

Robert, what is your vision? I mean how could you see promoting a new model / view of this? Similar to the work of Robert Moses @ the Algebra projectt?

Comment by Robert Zenhausern on January 29, 2010 at 10:18am

I would like to do something about changing the 19th century model of computation and math. Anyone out there in a position to help?

Comment by Ryan Goble on January 29, 2010 at 10:13am

You are all having a great discussion and I'm google searching funny equations - this must be my problem. Melissa & Nick, thanks for joining in on Richard's discussion. It is interesting to listen in :)

Comment by Melissa Aviles on January 29, 2010 at 8:52am

I definitely agree that building understanding of higher math in earlier grades is hugely important. I think that sudden introduction of algebra and proof-based math in the later years of education is one we reason why we lose so many people's interest in math. Math can feel like learning a second language. It's been proven that the younger a child is, the easier to learn a second, or third, language.

I was very happy to see that my own second and third grade children were being taught some algebra. Algebraic functions are so logical -the kids have no problem with them. Plus, there's less intimidation with new ideas at that age!

Comment by Nicola Vitale on January 29, 2010 at 5:27am

I want to build off of Robert's comment...
I agree that struggles with arithmetic are not relevant to ability to do higher mathematics. I struggled (and still struggle) with arithmetic - but my conceptual mathematical understanding was always strong, and I have been able to do pretty well with higher math (I love mathematics, but hate arithmetic)
I do think though, that understanding of algebra, calculus, geometry, and other higher mathematical topics can be built in earlier grades. Instead of focusing on math facts (multiplication tables, etc.) as things to be memorized (like trivia) and unconnected, we could develop a deeper more robust understanding. By focusing on what the operations mean (and how they relate to real situations), and patterns and symmetries between them, a child can develop "number sense" which has been show to be important to success in higher math.

There are some people who stress memorization of math facts (multiplication tables, etc.) - and focus on a "drill and kill" approach.

Comment by Ryan Goble on January 21, 2010 at 2:30pm

Yeah, it takes some serious admin work (pat self on back - lol) to make these communities functional... thanks for dropping the url!

RRG:)

Comment by Michelle Hapich on January 21, 2010 at 1:50pm

Ryan,

The NCTM ning site is http://nctmonline.ning.com/ - I just joined a few days ago. But it doesn't seem like there's been a post since August.

Comment by Ryan Goble on January 21, 2010 at 12:39pm

Robert, thank you for sharing those thoughts! Just so you know, I went all "Good Will Hunting" on that ratio I dropped below by simply scanning our membership and doing all the computations in my head, hence all the round numbers. :)

• ‹ Previous
• 1
• …
• 4
• 5
• 6
• 7
• 8
• 9
• Next ›
• Page