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Re: Learning and Mathematics: Schoenfeld, Metacognition
Posted:
Apr 23, 1996 8:38 AM


May i proffer a note of caution to Laurie's contribution:
>only having the stage when they have a quick and correct answer. The whole >idea of getting answers quickly seems antithetical to deep thinking and yet >when I have been in front of a classroom it is what I prayed for from my >students. Now I see that what I usually found out from those kids who
Speed and "deep thinking" are not quite antithetical. In the same way that musicians learn (sometimes with extraordinary effort) that one can play _adagio_ with energy, or a lilting line quickly, velocity and depth of thought may be arbitrarily associated. Similarly, some can think deeply and quickly, and some only one but not the other. In short, they are, as it were, different food groups altogether. Each of these combinations has its own place in life; perhaps an important function of education is to reveal to students that and how they can achieve both.
>than they already know time is necessary. In my own future classroom I hope >I will think about the ways in which I ask students to present and share the >knowledge they are actively acquiring so that I can provide forums in which >all students have a chance to teach. Laurie Gerber
Be with you there this autumn, Laurie.



