Hansen's: "I have asked Greeno for a record of anything, many times, and he has produced nothing, ... I looked at more math (and physics) curriculums, involved myself in discussions with more teachers, and examined more test results than I had ever planned on. Comparing my research to Clyde's lack of any is rather foolish, is it not?"
Just to clarify Hansen's attacking accusation of "lack:" Apparently, he speaks of my "lack" of the kind of lay-person educational "research" in which he indulges ... and my lack of interest in discussing such topics on a ListServe. In his words, it "...is rather foolish, is it not?" to equate my "lack" of interest in his investigations, with a lack of research in other areas.
Although I have long ago outgrown Hansen-mode pursuits, I do respect such investigations. Any such effort is commendable, worthwhile, and perhaps informative to some, about something or other. It rarely generates important or significant news ... but often does stimulate healthy dialog.
My own days of indulgence in his kind of "research" ended with my first federal grant for re-educating school-district mathematics supervisors ... many years before founding the MALEI Institute. Since its creation, MALEI has focused on the furtherance of scientific mathematics instructology ... empirically, through the MALEI Mathematical Learning Clinic, and theoretically through a mathematical model of learning-guidance. The research results are often reported at national conventions, and in occasional professional papers.
Currently, MALEI's R&D efforts are focused on finding realistic and effective, non-curricular ways of mathematically salvaging educationally disadvantaged adults, youth, schools, and communities.
From: Robert Hansen Sent: Saturday, November 24, 2012 5:26 PM To: Louis Talman Cc: email@example.com ; firstname.lastname@example.org ; email@example.com Subject: Re: [math-learn] Brightness Versus Intelligence. / Eastern Versus Western learning
On Nov 24, 2012, at 11:54 AM, Louis Talman <firstname.lastname@example.org> wrote:
> On Thu, Nov 22, 2012 at 10:29 AM, Robert Hansen <email@example.com> wrote: > > Wrong. In fact, as the best kid in the class, I seldom got asked to the board. > > Your description of what happened to you is the epitome of "anecdotal".
Considering the way I wrote it, I can see how can say that. How about this then. When I take into account all of my classes in school (a few dozen spread over 6 different schools), not one involved a teacher that predominately asked the brightest kids to the board. Haim has already pointed out my real error and that was labeling what Stigler wrote as "anecdotal" and I agree with him. What Stigler wrote wasn't based on personal experience, it was made up. It was fiction thrown in to support his hypothesis, and that was my real point.
> I'm not sure why you think that your own personal experience contradicts Greeno's "usually".
Greeno's what?????? I have asked Greeno for a record of anything, many times, and he has produced nothing, even though his site claims that MALEI has been involved in this area for 30 years! For the past several years I cast a very wide net. I looked at more math (and physics) curriculums, involved myself in discussions with more teachers, and examined more test results than I had ever planned on. Comparing my research to Clyde's lack of any is rather foolish, is it not?
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