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Topic: Technology In Education
Replies: 107   Last Post: Jun 15, 2009 2:36 PM

 Messages: [ Previous | Next ]
 Bishop, Wayne Posts: 1,666 Registered: 12/6/04
Re: Technology In Education
Posted: Nov 30, 2007 9:00 PM

Thank you, but I must not have been clear enough. I really do not
my requests. My interest is content oriented, as with the California
Math Content Standards. If we understand the content, we can haggle
over procedures and pedagogy but "depth of understanding" for me is
meaningless in the absence of content. Is it clear what the content
is and is it being met? To this point, we still have not resolved
what you meant by "straight-edge and compass constructions" that you
have somehow replaced by means of Geometers Sketchpad to
save time. If you used to expect traditional constructions but did
not do (or expect students to do) their proofs, my question was and
is "Why bother?" Surely you can do better than "technology good /

----------------------------------------------------------------------------------------------------------------
At 06:24 AM 11/28/2007, Strausz wrote:

> > You still haven't defended your assertion that you
> > "use it in place of straight-edge and compass constructions"
> > because "it gains me instructional time and more depth of
> > understanding." If you can defend it, please do.

>
>My defenses:
>1. My students do better on the common departmental exams now that I do this;
>2. I see it in class as we go over the material; and
>3. We are able to do more of the geometry content than we used to get to.

Good start, thanks; maybe were getting somewhere.

1. Please give us some items from the common departmental exams that
involve straightedge and compass constructions and proofs
thereof. If you have another interpretation for "depth of
understanding" than the proofs of these, please explain using
concrete examples.

2. More specificity, please. Specific straightedge and compass
constructions and the proofs thereof. If you mean something other
than this, please explain using concrete examples.

3. For me, for the state of California, and for geometry lovers
everywhere from the ancient Greeks forward, the most important
content of geometry, in regard to straightedge and compass
construction, is the proofs thereof. Is this what you mean? If not,
what do you mean? As I explained, "construction" means something
very special in this context such that, without it, protractors,
rulers, French curves, CAD/CAM software etc., are important tools for
the non-formal idea of construction. If the latter what you mean by
"straight edge and compass construction", why do you use the traditional name?
-----------------------------------------------------------------------------------

At 05:26 PM 11/28/2007, Richard Strausz wrote:
>Wayne, I started to make some notes to answer a few of your
>questions, and then I realized that you gave the best answer of all
>have your level of confidence in my own to be honest- and I have the
>support of colleagues who respect my work, too. So there you go!!
>
>Richard
>

> >Wayne, how do you assess the validity of YOUR classroom practices?
>
>Truth be told, I don't try. I wouldn't be doing what I do if I
>didn't have confidence in what I do and, thank goodness, peer
>evaluation over the decades has supported this confidence. The most
>important practice, of course, is to know, to communicate, and to
>assess the content that the catalog prescribes and my department expects.

Date Subject Author
11/26/07 Bishop, Wayne
11/26/07 Richard Strausz
11/26/07 Bishop, Wayne
11/26/07 Michael Paul Goldenberg
11/26/07 Haim
11/26/07 Kirby Urner
11/26/07 Richard Strausz
11/26/07 Haim
11/26/07 Richard Strausz
11/26/07 Bishop, Wayne
11/26/07 Michael Paul Goldenberg
11/27/07 Bishop, Wayne
11/27/07 Michael Paul Goldenberg
11/26/07 Haim
11/27/07 Richard Strausz
11/27/07 Bishop, Wayne
11/27/07 Kirby Urner
11/27/07 Michael Paul Goldenberg
11/28/07 Richard Strausz
11/28/07 Richard Strausz
11/28/07 Bishop, Wayne
11/28/07 Richard Strausz
11/29/07 Michael Paul Goldenberg
11/30/07 Bishop, Wayne
11/28/07 Louis Talman
11/29/07 Michael Paul Goldenberg
11/28/07 Paul A. Tanner III
11/29/07 Michael Paul Goldenberg
11/29/07 Paul A. Tanner III
11/29/07 Michael Paul Goldenberg
11/29/07 Bishop, Wayne
11/30/07 Michael Paul Goldenberg
6/15/09 Louis Talman
6/15/09 Michael Paul Goldenberg
11/28/07 Haim
11/28/07 Louis Talman
11/28/07 Michael Paul Goldenberg
11/28/07 Bishop, Wayne
11/29/07 Michael Paul Goldenberg
11/29/07 Paul A. Tanner III
11/29/07 Michael Paul Goldenberg
11/29/07 Paul A. Tanner III
11/30/07 Michael Paul Goldenberg
11/28/07 Haim
11/29/07 Michael Paul Goldenberg
11/29/07 Haim
11/29/07 Haim
11/29/07 Michael Paul Goldenberg
11/29/07 Richard Strausz
11/30/07 Richard Strausz
11/30/07 Haim
11/30/07 Michael Paul Goldenberg
11/30/07 Haim
11/30/07 Michael Paul Goldenberg
11/30/07 Haim
12/1/07 Michael Paul Goldenberg
12/2/07 Richard Strausz
12/2/07 Bishop, Wayne
12/3/07 Michael Paul Goldenberg
12/3/07 beth.ritsema@wmich.edu
12/3/07 Haim
12/4/07 Ihor Charischak
12/3/07 GS Chandy
12/3/07 Haim
12/3/07 Michael Paul Goldenberg
12/3/07 Haim
12/3/07 Michael Paul Goldenberg
12/3/07 Richard Strausz
12/3/07 Michael Paul Goldenberg
12/3/07 Dave L. Renfro
12/3/07 Haim
12/3/07 Louis Talman
12/4/07 Haim
12/4/07 Louis Talman
12/4/07 Haim
12/4/07 Richard Strausz
12/4/07 Kirby Urner
12/4/07 Richard Strausz
12/4/07 Haim
12/5/07 Louis Talman
12/4/07 Haim
12/5/07 Kirby Urner
12/5/07 June Lester
12/5/07 Louis Talman
12/5/07 Bishop, Wayne
12/6/07 Michael Paul Goldenberg
12/5/07 Haim
12/5/07 Haim
12/5/07 Louis Talman
12/6/07 Michael Paul Goldenberg
12/6/07 Richard Strausz
12/6/07 Bishop, Wayne
12/6/07 Haim
12/6/07 June Lester
12/6/07 June Lester
12/6/07 Bishop, Wayne
12/6/07 Michael de Villiers
12/6/07 Michael de Villiers
12/8/07 Bishop, Wayne
12/7/07 Richard Strausz
12/7/07 Bishop, Wayne
12/9/07 Michael de Villiers
12/10/07 Paul A. Tanner III
12/11/07 Bishop, Wayne
12/10/07 Dave L. Renfro
12/14/07 Michael de Villiers
12/15/07 Michael de Villiers