Date: Feb 28, 2013 11:57 PM Author: GS Chandy Subject: Re: Please help me with the following question Responding to the first sentence of Professor Wayne Bishop's rejoinder to James Elander:

QUOTE

> Elander's response represents (one of) the problems

> associated with

> the New New Math focus on mathematics through

> applications rather

> than traditional (cookbook if you like) applications

> of mathematics

> having been developed (lots more of mixed variety are

> usually needed

> - - see Singapore or Saxon) with the emphasis on the

> general

> applicability of the mathematics having been

> presented.

UNQUOTE

(The whole of Wayne Bishop's post is pasted below my signature, for ready reference).

I do gather that Professor Bishop disapproves of James Elander's approach, but that's about it.

After having struggled with (and having failed to understand) that astounding first sentence quoted above, I decided it would be more profitable for me to try to re-read "Finnegan's Wake", by James Joyce, as representing something more readily accessible, and certainly more enjoyable. (I have not tried to read anything beyond that first sentence).

Suggestion: BEFORE we do any math (or criticisms of math approaches), we should try to learn to write clearly and understandably.

GSC

Wayne Bishop posted Feb 27, 2013 12:51 PM:

> Elander's response represents (one of) the problems

> associated with

> the New New Math focus on mathematics through

> applications rather

> than traditional (cookbook if you like) applications

> of mathematics

> having been developed (lots more of mixed variety are

> usually needed

> - - see Singapore or Saxon) with the emphasis on the

> general

> applicability of the mathematics having been

> presented. Often, they

> are ill-posed, a no-no in mathematics. In the real

> world,

> applications are usually such that at least 3/4 of

> the problem is

> getting enough communication out of those with the

> problem to

> formulate some kind of mathematical model that

> approximates being

> good enough but that is an inappropriate setting for

> the learning of

> mathematics. In fact, coming to such problems with a

> broad knowledge

> of mathematics (not necessarily deep; if one knows

> where to look,

> that part is not hard) is necessary to be a real

> world mathematics

> problem solver. Since school is a zero-sum game,

> learning the

> appropriate mathematics to be prepared to learn

> enough more

> mathematics to have that broad knowledge is essential

> for being a

> good real-world problem solver and there is not

> enough time to waste

> on the "real world" problems done there. Not nearly

> enough

> mathematics is known to address anything but the most

> mathematically

> trivial of problems; a common one is:

> "You have n-dollars to spend. Plan a

> . Plan a three-week trip to Europe."

> "Your group" is supposed to find routes, use the

> Internet to locate

> and price places to stay, not-to-miss restaurants,

> and the

> like. Lots of time wasted on 5th or 6th grade

> mathematics at the

> expense of moving forward competently. It is a time

> trade-off from

> which only students with exceptional mathematics

> potential will ever

> escape and even most of them never do.

>

> Wayne

>

> At 10:10 AM 2/25/2013, James Elander wrote:

> >Depends on how you define winners, could be 5 races

> and top three times

> >Yes to the assumption stated.

> >On Sun, Feb 24, 2013 at 7:46 PM, Richard Strausz

> ><Richard.Strausz@farmington.k12.mi.us> wrote:

> > >> There are 25 bicyclists and just 5 bicycles. Of

> all

> > >> these we need to find best 3 cyclists. How many

> races

> > >> should be held to determine top three winners

> and

> > >> why?

> > >> http://www.basiccalculator.org

> > >

> > > Do we assume that all the bicycles are

> equivalent?

> >

> >

> >

> >- --

> >Jim

> >

> >Jim has 5 new CDs on the market.

> > CD1:TGIF MATH (A 100+ activities to make a hectic

> math

> > period on days like prior to homecoming

> into an rewarding

> > learning day.)

> > CD2: EVERYDAY DECISION MAKING VIA GEOMETRY

> > ESSENTIALS (A Logical development of

> the essentials

> > of PL. & Solid Geometry and applying it

> to decision

> > making.)

> > CD3: EVERYDAY DECISION MAKING VIA MATHEMATICAL

> > BRIDGES FOR A BETTER FUTURE (Liberal Art

> > "bridges" emphasizing critical

> thinking.)

> > CD4: EVERYDAY DECISION MAKING FOR A BETTER

> > CAREER (Mathematical topics needed for

> skills and for

> > better decisions)

> > CD5: BASIC HIGH SCHOOL MATH REVIEW (Review for

> SAT,

> > ACT or other tests with Dec ision

> Making skills)

> > For more info:

> >

>

>

>

>

>

>

>

>

>

>

> http://sites.google.com/site/mathfordecisionmaking/

Message was edited by: GS Chandy