Drexel dragonThe Math ForumDonate to the Math Forum



Search All of the Math Forum:

Views expressed in these public forums are not endorsed by Drexel University or The Math Forum.


Math Forum » Discussions » Education » math-teach

Topic: As goes reading education, so goes math education
Replies: 79   Last Post: Jun 17, 2010 11:59 AM

Advanced Search

Back to Topic List Back to Topic List Jump to Tree View Jump to Tree View   Messages: [ Previous | Next ]
kirby urner

Posts: 2,029
Registered: 11/29/05
Re: As goes reading education, so goes math education
Posted: Jun 6, 2010 2:16 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply

On Sat, Jun 5, 2010 at 12:48 PM, Robert Hansen <bob@rsccore.com> wrote:
> Landmark School
>
> $45,000.00 per year.
>
> It would take some time to study the ramifications of that one fact.
>
> Also, they tutor (I should hope so at that price).
>
> I am less than convinced now than when we started this debate.
>
>


I've been perusing this whole thread. I liked the part where Pam
talked about decoding words, not just getting stuck on trying to
memorize a whole bunch. You need good mnemonics, which
requires delving into heritage, roots (root = radical).

So, for example, we delve into ancient Greek for our hedra,
our polyhedra. Tetra, Penta, Hexa, Septa, Octa, Nona,
Deca and so forth. Ennea. Triaconta. Icosa. Building
these associations takes time and is an exercise in reading.
People who think mathematics is just noodling iconic symbols
around, while never reading or writing anything polysyllabic,
have another thing coming.

One curriculum segment I've worked on takes us to Kanji
i.e. Japanese characters heisted from Chinese and repurposed
in many cases. We study the Kanji for polyhedra (such as
rhombic dodecahedron) while learning about Unicode, the
binary basis for encoding all these symbols (including a lot
of the math noodling symbols from Iraqi math (aka algebra)).

Spatial geometry tends to be polysyllabic as well as cram
packed with acronyms and abbreviations. That's just like the
IT world in some ways (although here we find an emphasis
on single syllable posix commands, many quite alien by
today's standards, yet fun to lean about in math class).
Ergo, it's good training for 3rd graders to learn about these
space-filling tessellations that'll be on the test.

Q1: the [Schlafli orthoscheme of the cube]
fills space with itself and a mirror image
(a) true
(b) false

Q2: [picture] fills space with:
(a) [picture]
(b) [picture]
(c) [picture]
(d) none of the above.

However, in place of [picture] think of something more
like LiveGraphics3D (per Math World) or VRML / x3D.
The "textbooks" are online, ergo at least five times
more colorful and interactive, less than half as
expensive, and not made of dead trees trucked
from distant factories using peak oil. A win all around.
They're also quickly fixable, when mistakes are
discovered, provided we have a responsive publisher.

The spacefillers are starting to get simpler names
in some curricula. Let me preview:

Minimum spacefiller: mite

Mite face-combines with another mite to make:
rite, lite, bite -- three species of syte.

Two sytes make a Kite, of we now have three:
kit, kat and kate.

Some old skool geometers may object that these
naming conventions are incompatible with what's
on the books, in terms of the tri-rectangular
disphenoid tetrahedron (the rite) already having
a name on wikipedia (which is editable by people
just doing their jobs).

The point is to jump in and out of namespaces.
These are local variables more than permanent
assignments. When you tour in a new country,
all the food names are changed, but it's the same
foods (at a primitive level -- the recipes may vary
wildly). Likewise, no matter what you call it,
a Smite of a Schlafli orthoscheme of a cube,
you'll need that mirror image to complete your
space-filling tessellation. We have a toy to help
and to provide more tactile understanding. It's
not all about visualization. Kinematics enters in.

(I think reading specialists know the importance
of body language. Learning to crawl (before
walking) is a good precursor to left/right
differentiation. Don't just sit 'em in front of
the TV if you want 'em to be highly coordinated).
Crawl before you walk, walk before you run (and
don't forget to "toddle" some).

This thing about price tag is a no-winner, as the
minute something worthwhile shows up, you set
it out of reach. I don't think I should discuss my
pricing, as that'll immediately be used to prove
that my approach cannot succeed, because we
do not have the resources. Actually, we have
plenty of people willing to tutor the young, and
it's actually part of human biology to look for
opportunities along those lines, as teaching others,
not just the young, is self-reinforcement, is a way
to stay in shape yourself. What a civilization *is*
is people always teaching one another (a life
long process).

Like, suppose we say we use 'Mathematics
for the Digital Age and Programming in Python'.
Someone comes back with the fact that some
schools already using it cost $xx * 10**x per
year, so why bother? The public schools will
just never have that kind of money. Do you see
the complete non sequitur here? This is an
argument completely without logic. Maybe the
Russians gave us the copyleft rights for free
and we're doing more with OO right out of the
box. So what? It's not about the economics,
it's about pedagogy. Lets give them all
scholarships in our mental models at least,
and then talk about "what and how should it
be?" not just "how much will it cost?".

I've proposed the following state standard: kids
need x number of nights when they get to view
the stars "live" i.e. under a naked night sky
minus light pollution, such that the stars are
directly and brightly visible. Exceptions apply,
but the whole middle of the Bell Curve is expected
to meet this requirement or... no high school
degree. Period. A culture that can't pay for that,
can't organize night sky experiences for millions
of kids, is just too dumb for the history books.
Lets get some new managers.

The next best thing: a planetarium for every
high school and/or elementary school. Not that
expensive. Any civilization worth beans would
do that, I'm sorry. We have to technology. We
just don't have the smarts (a self reinforcing cycle,
as people with no clue end up just talking about
money (the great cop out)).

There have been no substantive economic arguments
on math-teach to date that I'm aware of, e.g. explaining
why we skipped a whole generation. The Idiocracy
(Ed Mafia) has other explanations (they're rewriting
the DSM as we speak, so I'm thinking we should
contribute new edu-speak in terms of psychological
complexes. What led people down this path in the
first place? I have my theories, similar to president
Eisenhower's in some ways).

People forget that blitting pixels to multiple screens
is dirt cheap, likewise sound waves to speakers.
There's a whole new distribution architecture already
in place, yet the food fighters in Math Wars are still
thinking in terms of truck and train loads of physical
wood pulp textbooks. This is too retro for words really.
Can we even talk to these people? Stone Age
prehistoric, these math warriors.

That's why I like the One Laptop Per Child campaign,
which actually doesn't depend exclusively on the XO
line to get the word out. "Adults will just hold you
back, as they impose the patterns of their own
childhoods. What else do they know?" Sure, some
kept up, pioneered, but there's a Bell Curve.

You get too many old guys remembering their glory
days and wanting to help little Johnny learn how to
swing that bat. No contemporary skills. Skipped
generation types. Don't even know what the minimum
space-filler is. Good thing you've got a way around 'em
then (those boomer-geezers). So lets rock.

Kirby


Date Subject Author
6/2/10
Read As goes reading education, so goes math education
Pam
6/2/10
Read Re: As goes reading education, so goes math education
Haim
6/2/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/3/10
Read Re: As goes reading education, so goes math education
Pam
6/3/10
Read Re: As goes reading education, so goes math education
Ihor Charischak
6/3/10
Read Re: As goes reading education, so goes math education
Jonathan Groves
6/3/10
Read Re: As goes reading education, so goes math education
Pam
6/3/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/3/10
Read Re: As goes reading education, so goes math education
Bishop, Wayne
6/3/10
Read Re: As goes reading education, so goes math education
Pam
6/3/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/3/10
Read Re: As goes reading education, so goes math education
Bishop, Wayne
6/3/10
Read Re: As goes reading education, so goes math education
Jonathan Groves
6/3/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/3/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/4/10
Read Re: As goes reading education, so goes math education
Pam
6/4/10
Read Re: As goes reading education, so goes math education
Pam
6/4/10
Read Re: As goes reading education, so goes math education
Pam
6/4/10
Read Re: As goes reading education, so goes math education
Pam
6/4/10
Read Re: As goes reading education, so goes math education
Pam
6/5/10
Read Re: As goes reading education, so goes math education
Pam
6/5/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/5/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/6/10
Read Re: As goes reading education, so goes math education
kirby urner
6/5/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/5/10
Read Re: As goes reading education, so goes math education
Pam
6/5/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/5/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/5/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/5/10
Read Re: As goes reading education, so goes math education
Pam
6/5/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/5/10
Read Re: As goes reading education, so goes math education
Pam
6/6/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/6/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/6/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/6/10
Read Re: As goes reading education, so goes math education
Pam
6/6/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/6/10
Read Re: As goes reading education, so goes math education
Pam
6/6/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/6/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/7/10
Read Re: As goes reading education, so goes math education
Pam
6/7/10
Read Re: As goes reading education, so goes math education
Pam
6/7/10
Read Re: As goes reading education, so goes math education
Pam
6/7/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/7/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/7/10
Read Re: As goes reading education, so goes math education
Anna Roys
6/7/10
Read Re: As goes reading education, so goes math education
kirby urner
6/7/10
Read Re: As goes reading education, so goes math education
Pam
6/8/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/8/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/8/10
Read Re: As goes reading education, so goes math education
Pam
6/8/10
Read Re: As goes reading education, so goes math education
Pam
6/8/10
Read Re: As goes reading education, so goes math education
kirby urner
6/8/10
Read Re: As goes reading education, so goes math education
Paul A. Tanner III
6/8/10
Read Re: As goes reading education, so goes math education
Anna Roys
6/8/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/8/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/9/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/9/10
Read Re: As goes reading education, so goes math education
Paul A. Tanner III
6/9/10
Read Re: As goes reading education, so goes math education
Pam
6/9/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/9/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/9/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/9/10
Read Re: As goes reading education, so goes math education
Paul A. Tanner III
6/9/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/9/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/9/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/9/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/10/10
Read Re: As goes reading education, so goes math education
Pam
6/10/10
Read Re: As goes reading education, so goes math education
Pam
6/10/10
Read Re: As goes reading education, so goes math education
Pam
6/10/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/12/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/13/10
Read Re: As goes reading education, so goes math education
Anna Roys
6/13/10
Read Re: As goes reading education, so goes math education
Anna Roys
6/14/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/16/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/16/10
Read Re: As goes reading education, so goes math education
GS Chandy
6/17/10
Read Re: As goes reading education, so goes math education
Robert Hansen
6/17/10
Read Re: As goes reading education, so goes math education
GS Chandy

Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© Drexel University 1994-2014. All Rights Reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.