A couple of links did not work (they are, I believe, under development).
OK - as noted above, I 'agree broadly' with your approach, the underlying philosophy. I am NOT giving my full and unconditional agreement till I am more convinced that you are ACTUALLY doing/able to do what you're promising).
Are you in a position to guide, say, a student who wishes "To understand, thoroughly, all topics of my math syllabus, and THEREBY to improve, very significantly, my results in my math exams, tests, quizzes" ??
Are you in a position to help, practically, a teacher who wishes "to become a 'first-rate' math teacher" (based on his/her current abilities as a teacher) -- Can you help him/her to put together an action plan for this Mission??
Are you in a position to help, say, a group of 'stakeholders' in US education (i.e. including students; teachers; parents; administrators; politicians; others) who wish "To improve, very significantly' the US public school system" ???
I am not able to see, from your web-pages just how you would help the respective stakeholder(s) noted above to accomplish any of the above-noted aims.
If I am mistaken, please accept my apologies - but do let me know just how you would accomplish any or all of the above - and do please have these potentialities reflected in your web-pages.
Clyde Greeno posted Jul 8, 2013 6:39 AM: > Apologies to GSC for not including a response to his > thoughts about students > " ... constructing models showing how (one's) own > characteristics (can be) > hindering (one's) learning of math - and by enabling > (one) to construct a > realistic action plan...." > > In all areas of personal endeavor, respons-able > self-management is a major > key for avoiding being victimized by ineffective > habits and by > "circumstances" ... including being enrolled in some > particular curricular > course that fails to make the content > common-sensible. Mathematics > educators have badly neglected the students' needs > for effective instruction > in HOW TO LEARN mathematics. [I cannot say that > educators "have failed" in > that area, because they rarely try!] That kind of > know-how consists partly > of *mathematical methods* that math majors gradually > begin to acquire. > > Aside from those, the self-management of > learning-factors is of clinical > interest, but not yet of concern to leaders of the > industry. That kind of > enlightenment awaits a highly visible demonstration > that education in that > area makes important and significant differences. > The ground is fertile, > but the crop won't "sell" until the market clamors > for it. > > The case that Chandy cites is of interest because it > appear to lie within > the same arena that enshrouds most American students, > and that so protects > the industrial traditions. "The curriculum presents > you with a challenge. > Re-shape your thinking and your modes of operation so > that you can get the > best results possible ... under those circumstances." > [The student is > thereby led to stay within that curriculum's "box" > while trying to learn > the mathematics ... rather than to get "outside the > box" to better see the > mathematics, itself.] > > One commonplace "realistic action plan" is to acquire > the services of a > tutor who can empower you to better execute the > [box-prescribed] > performances on which you will be "tested" ... > whether or not the tutor > actually can get outside the box, to disclose and > impart the > common-sensibility of the underlying mathematics. > > How great it will be when the first step in the > student's "realistic action > plan" can be to "click here" to learn the > common-sensibility of each > troublesome topic. There presently is no such > 'MACS-ipedia." But the MALEI > Clinic's Tulsa-OK Mathematical Literacy Project > initiative aims to produce > such a resource. One "sampler" is on > www.mathliteracy.org. > > To find your own niche within that initiative, > contact the > email@example.com. > > Cordially, > Clyde > > - -------------------------------------------------- > From: "GS Chandy" <firstname.lastname@example.org> > Sent: Sunday, July 07, 2013 1:20 PM > To: <email@example.com> > Subject: Re: Is logic part of mathematics - or is > mathematics part of logic? > > > Further my post (dt. Jul 7, 2013 1:01 PM: > > > > A: The link to a document referred in that post was > inadvertently left out > > there. > > > > The document's title: "Mental Models: a gentle > guide..." > > The omitted link is as follows: > > http://icos.groups.si.umich.edu/gentleintro.html > > > > My regrets for having left this out earlier. > > > > B: 'Mental models are crucial background to develop > an adequate and usable > > understanding of the 'Warfield approach to 'systems > (and the 'One Page > > Management System [OPMS]). > > > > GSC