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Topic: Re: "by type" and Problem solving
Replies: 1   Last Post: Dec 10, 1995 1:22 AM

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LOIS SEYLER

Posts: 5
Registered: 12/6/04
Re: "by type" and Problem solvingo
Posted: Dec 10, 1995 1:22 AM
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>
> How about this analogy: Let's say you have a heart problem. Now you have a
> choice of two doctors. Doctor A spent time in medical school, internship,
> etc. and specializes in cardiovascular problems. Many times he has
> pinpointed the problem in cases like yours and has performed hundreds of
> successful surgeries. Doctor B is kind of a general practitioner and has
> never heard of a case like yours, but he is sure by his ability to reason
> and solve other medical problems he can help you out.
>
> Which doctor do you want, Doctor A or Doctor B?
>

As someone with a family member who died at the hands of a doctor
fitting the description of Doctor A, I'm interested in learning more about
Doctor B. What sometimes happens with super-specialists is that they develop
such well-established routines, based on assumptions about which they've become
very confident, that they don't recognize an exception when it stares 'em in
the face.

Surgeons on "auto-pilot" scare me. They can be fatal.

Teachers on "auto-pilot" also scare me. Students aren't any more
uniform and predictable than heart patients.


>
>

> >At 6:53 PM 12/9/95, Lutemann@aol.com wrote:
> >>In a message dated 95-12-09 16:12:55 EST, you write:
> >>

> >>>To teach problem solving effectively teachers must place emphasis on
> >>>developing the child's abiltiy to reason and solve problems. Teaching

> >>problem
> >>>solving requires teachers to abandon the linear progresssion of most math
> >>>lessons from skill instruction to "problem soving" and create an

> >>environment
> >>>where there is interplay among reason, problem solving and skill
> >>development.
> >>>Teachers must create lessons where children can learn a variety of
> >>strategies
> >>
> >>Nice words, but this doesn't take into account reality. Most students need
> >>some instruction just to get a feel for what's going on and there is nothing
> >>wrong with a little dril l to make the students feel comfortable in the arena
> >>of problem solving.
> >>
> >>Kent

> >
> >I'd like to welcome M Botula as an intelligent, articulate addition to this
> >list.
> >
> >I'd also like to remind Mr. Lutemann that HIS reality is just that: his.
> >Perhaps his students warm to "a little drill"; then again, perhaps it's
> >merely his sense of reality that helps him to that belief. I'm not opposed
> >to "a little drill" but can't help but suspect that my sense of "little" in
> >this context is not universely shared. Why is that such a difficult notion
> >for some folks to entertain: each of us brings certain assumptions to the
> >party, but not all of us assume that ours are THE correct ones.
> >
> >As to what "most" students "need": another example of gross
> >overgeneralization based on what I suspect is rather limited perspective. I
> >would have no objection to Kent (or anyone) citing specific evidence from
> >his teaching practice to support his perceptions. But these off-the-cuff
> >claims to universality don't carry much weight in my estimation.
> >
> >|---------------------------------------------------------------------------
> >|Michael Paul Goldenberg
> >|University of Michigan 310 E. Cross St.
> >|School of Education 4002 Ypsilanti, MI 48198
> >|Ann Arbor, MI 48109-1259 (313) 482-9585
> >|(313) 747-2244
> >|
> >|"Truth is a mobile army of metaphors."
> >|Friedrich Nietzsche
> >|---------------------------------------------------------------------------
> >
> >
> >

>
>







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