Exactly, Bob. And this often raises its ugly head in other disciplines as well "the students will be bored with more " when only the teachers can be bored if the question is familiarity with the topic/presentation/classic books/whatever because the students have never seen/heard it/them before. My concern for the entire process of teaching and learning mathematics starts in K or 1 and K-5 or K-6 lays a critical preparation for middle school that you can domino your way all the way to the University. Far too often, modern kids are bored because they are used to TV/minutely choppy/text messaging kind of life. Some are (as I was) bored to tears because I should've been allowed to go ahead independently but when teachers see the stunning annual objective external assessments (assuming we don't Smarter and Balanced ourselves out of that critical information!) they at least realize there must be some there there. The flaky kids above don't and it's not clear if anything can change that (always statistically speaking, of course).
At 11:04 AM 7/17/2013, Robert Hansen wrote:
>On Jul 17, 2013, at 1:40 PM, Joe Niederberger ><email@example.com> wrote: > > >> You mean that 50 year old men are used to. > That's quite a bit different than what 10 year olds are used to it. > > > > Are we focusing on 10 year olds specifically here? I missed that. > > > > Cheers, > > Joe N > >Specifically, no, I suppose he means 5 year olds as well.:) > >http://mathforum.org/kb/message.jspa?messageID=9168918 > >He feels cheated because cubes get first billing which occurs quite early. > >In any event, that is my only objection. As >usual, Kirby and I differ on the notion of development. > > >Bob Hansen > > development: the layering of a subject's >topics, concepts, skills and exercises over time in a human being