> A moribund thread with half the comments not even on point hardly rises to the challenge. Wayne cocks a snook at you, Richard cocks a snook at me, and Kirby talks curriculum, not pedagogy. On the adding and subtracting of fractions, the ostensible subject of your discussion thread, you are mainly talking to yourself. By no reasonable interpretation of the concept, does your thread even come close to meeting Haim's Challenge. >
True, I talk curriculum. I also keep enlarging the sphere and talking about not-classroom teaching and teachers (like Bill Nye the Science Guy).
Pedagogy changes with changes in curriculum, but one could always argue nothing changes, sure. You've got bipedal mammals with nervous systems, reprogrammable, and an ability to develop new reflexes through practice. With new reflexes come new skills and abilities, such as the ability to read text, add numbers, draw forms, use mouse and keyboard.
I know Haim is a fan of the Socratic method. Asking questions sometimes opens a pathway.
Anyway, change is happening (duh) and I remain confidant in my prediction the STEM teachers will be sharing more programming skills as a part of the usual training one gets in alpha-numeracy skills. It's not just about numbers. It's about storing and retrieving data (lexical data, Unicode), tabulation and collation. Civilizations were ever thus invested, from Pharaonic times and before.
Paul and I were talking about a lot of the same concepts in this thread. He lives in a racist under-developed part of the world where civilization is at least 20 years behind in crucial respects. I wouldn't expect him to be using Python, and more than I'd expect him to move to Portland. We're not all living in the same century.