Wayne Bishop posted Aug 7, 2013 9:53 PM: > > At 10:06 PM 8/6/2013, GS Chandy wrote: > > >And, in your opinion, PUSHING children to learn math > is more > >important than ENCOURAGING them to do that? > > Done well, they are inseparable. Nothing is more > encouraging to > learning more mathematics than is seeing some of the > power of > mathematics already learned. > My view is 'somewhat' (not entirely) different. As you observe, "ENCOURAGEMENT to learn" (math; other disciplines) and the "PUSH to learn" are closely intertwined.
In my view:
Should the learner be appropriately ENCOURAGED, he/she would then also (often) learn to PUSH him-/herself to overcome difficulties, barriers encountered and so on. This is basic human nature.
The PUSH has to come from within: it's absolutely essential.
Some ENCOURAGEMENT from outside is often most useful; sometimes, it could even be essential.
Both are closely inter-related.
As noted earlier, the PUSH (from inside) is essential.
But how to ensure that it is generated? Is it possible to develop a methodology for this purpose? Just how can we influence the learner to make the effort?
Through encouragement, that is obvious - but just how is that encouragement to be provided?
Just how is this 'ENCOURAGEMENT' (from outside) related to that 'PUSH' (from inside)? We need a 'language' to understand just how this may be accomplished.
In pure prose this is rather abstract and not at all easy to communicate about.
Claim: 'Prose + structural graphics' (p+sg) provides a useful extension of conventional prose to enable us to understand how this can be done, in practice on the ground.