Anna Roys posted Jan 2, 2014 7:00 AM (http://mathforum.org/kb/message.jspa?messageID=9354325 - GSC's remark follows: > > Robert, > > Your definition seems to leave out the teacher... > please consider the > following: > > (2) Pedagogy - the art, science, or profession of > f teaching - retrieved > from > http://www.merriam-webster.com/dictionary/pedagogy > > > QUESTION: Shouldn't the goal more than just having a > mathematical > awareness? > > Extending..... > > (3) Perception - the way you think about or > understand someone or > something - retrieved from > http://www.merriam-webster.com/dictionary > > (4) Conception - the capacity, function, or process > of forming or > understanding ideas or abstractions or their symbols > - retrieved from > http://www.merriam-webster.com/dictionary > > I think words (3) and (4) fit better. > > I am most interested in these two words, as I > struggle to parse what it > really means to "learn" and how learning occurs. I > would assert that > learning happens within each learner's mind, > depending on his or her > engagement in the content. ( I am considering how > much is filtered out > while students are being exposed to the content.) I > would suggest that > learning cannot happen without students' desire to > learn and that whatever > any pedagogy may offer is nearly useless without > student motivation to > spark the learning. > > Anna > Indeed.
HOW to engender the "student motivation to spark the learning"?
The answer to that question is, in fact, the whole story.
If you've managed successfully to get to the answer to this question in your teaching, NOTHING ELSE IS REQUIRED (whatever anyone might claim to the contrary)!
The student(s) will PUSH themselves (and even GOAD themselves) to overcome all the difficulties and barriers that may confront them while they learn.
It's not easy to do this at all, using conventional 'traditional' teaching methods.