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Topic: Learning and Mathematics: Papert, mathetics (repost)
Replies: 29   Last Post: Nov 19, 1995 4:46 PM

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Tarin Bross

Posts: 4
Registered: 12/10/04
Re: Learning and Mathematics: Papert, mathematics
Posted: Nov 19, 1995 4:46 PM
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Jane Ehrenfeld writes:

"An interesting example of this concept comes from my sister, who is a
seventh-grade English teacher. Her feeling is that it might be better for
her to be a math teacher, since she has long struggled to understand
mathematics herself. ... it does make me think that sometimes the best
things for people to teach are the ones that did not come easily for them,
where the learning process has been a struggle of which they are constantly
aware."

I just wanted to comment that it was my struggle with mathematics that led
me to pursue it as a major in college. My struggle also caused me to be
reflective about the learning and teaching processes as they relate to
mathematics and eventually led me to become a mathematics teacher. I feel
that my struggle with the subject has made me a better math teacher: it has
made me more intent to respect learning differences, more willing to try
new ideas, and more reflective about what occurs in the classroom.

And, David Wecksler writes:

"I think making teachers models of learning and problem-solving IS one of
the "most imporant parts" of any curriculum, and that this modelling plays
an especially crucial role in mathematics instruction. . . this
teacher-as-learner model becomes crucial in defining classrooms as
__resources for__ constructing understanding rather than just sources for
receiving knowledge, and in creating a "classroom culture" in which
learning, understanding and instruction play equally important roles."

I think that this is one of the areas that packaged mathematics programs
designed to address the NCTM standards fail to acknowledge. Many of the
packaged programs offer a lot of exciting, mathematically-rich content, but
fail to address the mode of presentation or teaching method adequately. In
fact, many of the packaged programs include lessons plans that tend to be
dominated by teacher-directed activities and do little to empower students
in their own learning. The programs also do little to establish the
teacher-as-learner model that David discusses. At best, many of the
programs only pay lip-service to the most recent pedagogical findings.

By maintaining traditional teaching methods, the programs may be made more
palatable to school districts and teachers; however, I think they are also
setting those districts and teachers up for failure. Most of the goals and
desired outcomes outlined in the NCTM standards can not be accomplished
without the implementation of less-traditional teaching methods:
student-directed learning, group discussions, writing about mathematics,
'unstructured' mathematics explorations, integrating mathematics with other
areas, etc. Because of this problem with the teaching methods in packaged
programs, the frustration that many teachers feel about new math programs
is more understandable. Of course, this problem could be addressed with
adequate in-service traning about mathematics teaching methodology;
unfortunately, school districts often neglect this component.







Date Subject Author
11/3/95
Read Learning and Mathematics: Papert, mathetics (repost)
K. Ann Renninger
11/6/95
Read Re: Learning and Mathematics: Papert, mathetics
Problem of the Week
11/6/95
Read Re: Learning and Mathematics: Papert, mathetics
Tom Davis
11/7/95
Read Re: Learning and Mathematics: Papert, mathetics
Michael Keyton
11/7/95
Read Re: Learning and Mathematics: Papert, mathetics
Brian Hutchings
11/9/95
Read Re: Learning and Mathematics: Papert, mathetics
Ken Wood
11/9/95
Read Re: Learning and Mathematics: Papert, mathetics
Andrea Hall
11/9/95
Read Re: Learning and Mathematics: Papert, mathetics
Katie Laird
11/9/95
Read Re: Learning and Mathematics: Papert, mathetics
Katie Laird
11/10/95
Read Re: Learning and Mathematics: Papert, mathetics
Steve Means
11/10/95
Read Re: Learning and Mathematics: Papert, mathetics
Steve Means
11/10/95
Read Re: Learning and Mathematics: Papert, mathetics
Andrea Hall
11/10/95
Read Re: Learning and Mathematics: Papert, mathetics
Jim LaCasse
11/10/95
Read Re: Learning and Mathematics: Papert, mathetics
Steve Means
11/11/95
Read Re: Learning and Mathematics: Papert, mathetics
Andrea Hall
11/11/95
Read Re: Learning and Mathematics: Papert, mathetics
Steve Means
11/11/95
Read Re: Learning and Mathematics: Papert, mathetics
John Burnette
11/12/95
Read Re: Learning and Mathematics: Papert, mathetics
Lou Talman
11/13/95
Read Re: Learning and Mathematics: Papert, mathetics
Tarin Bross
11/13/95
Read Re: Learning and Mathematics: Papert, mathetics
Katie Laird
11/13/95
Read Re: Learning and Mathematics: Papert, mathemaatics
Steve Means
11/13/95
Read Re: Learning and Mathematics: Papert, mathetics
Kristina Lasher
11/14/95
Read Re: Learning and Mathematics: Papert, mathetics
David Weksler
11/14/95
Read Re: Learning and Mathematics: Papert, mathetics
Jane Ehrenfeld
11/15/95
Read Re: Learning and Mathematics: Papert, mathetics
Andrea Hall
11/16/95
Read Re: Learning and Mathematics: Papert,...
Robin J Healey
11/16/95
Read Re: Learning and Mathematics: Papert,...
Pat Ballew
11/17/95
Read Re: Learning and Mathematics: Papert, mathetics
Johnny Hamilton
11/17/95
Read Re: Learning and Mathematics: Papert, mathetics
Steve Means
11/19/95
Read Re: Learning and Mathematics: Papert, mathematics
Tarin Bross

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