>As opposed to something meaningless like . . . what? Learning? Increased >ability to appreciate and enjoy art and culture?
I'd settle for enough learning to support oneself in a reasonable fashion while producing enough competence to maintain our standard of living.
Mike, I understand you've worked with students in the inner city, but I don't really know how the world appears from the U of M. I know we have one thing in common; we want to help kids.
But from my perspective in LA, we've a hell of a problem. Kids without any motivation. Yeah, an engaging lesson can captivate their interest for an hour. Does it correspond to increased retention, fostering motivation, and more learning? Not usually.
We need help badly from the state. Arguing about this issue is sort of like the man crawling across the desert dying of thirst, turning down a drink of water because it's not Perrier.
What is it about the new paradigm of teaching math which makes it so impossible to detect it by any traditional form of assessment?
Seriously. Is it possible that what you are proposing can be quantitatively measured to any degree? I'm not bating you; I'd really like to know.