GS Chandy
Posts:
5,934
From:
Hyderabad, Mumbai/Bangalore, India
Registered:
9/29/05


Re: Is logic part of mathematics  or is mathematics part of logic?
Posted:
Jul 8, 2013 2:19 PM


Responding to Clyde Greeno's post of Jul 8, 2013 6:39 AM (Dr Greeno's post is pasted below my signature for reference):
As noted earlier, I am 'broadly in agreement' with most of your approach. I've checked out your webpages:
  "The American Institute for the Improvement of MAthematics LEarning and Instruction" (http://malei.org/index.html)   "The TulsaOK Mathematical Literacy Project" (http://malei.org/mathliteracy.org/index.htm)   "TULSA'S MALEI MATHEMATICAL LEARNING CLINIC" (http://malei.org/mathliteracy.org/clinic.htm)   "The (MACS) Project for Teaching and Learning Mathematics As Common Sense" (http://mathsense.org/index.html)   "TULSA'S MALEI MATHEMATICAL LEARNING CLINIC" (http://mathsense.org/clinic.htm)
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 'firstrate' 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 webpages just how you would help the respective stakeholder(s) noted above to accomplish any of the abovenoted 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 webpages.
GSC
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, responsable > selfmanagement 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 > commonsensible. 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 > knowhow consists partly > of *mathematical methods* that math majors gradually > begin to acquire. > > Aside from those, the selfmanagement of > learningfactors 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. > Reshape 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 > [boxprescribed] > performances on which you will be "tested" ... > whether or not the tutor > actually can get outside the box, to disclose and > impart the > commonsensibility 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 > commonsensibility of each > troublesome topic. There presently is no such > 'MACSipedia." But the MALEI > Clinic's TulsaOK 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 > registrar@mathsense.org. > > Cordially, > Clyde > >   > From: "GS Chandy" <gs_chandy@yahoo.com> > Sent: Sunday, July 07, 2013 1:20 PM > To: <mathteach@mathforum.org> > 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
Message was edited by: GS Chandy

