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Topic: "Generating curiosity in math learning", by Charlie Gilderdale
Replies: 2   Last Post: Mar 2, 2010 8:55 AM

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GS Chandy

Posts: 6,747
From: Hyderabad, Mumbai/Bangalore, India
Registered: 9/29/05
"Generating curiosity in math learning", by Charlie Gilderdale
Posted: Mar 1, 2010 2:12 PM
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I don't know if this article has been posted here (by me or by anyone else); I do know that I had intended quite some time ago to do so, then somehow lost sight of it.

"Generating Curiosity in Math Learning"

While this particular article does not actively have any of the "boxes" that Robert Hansen and cabal object to, it does attempt to promote inquiry and (horrors!!) even "discovery" processes to help students learn effectively - and I whole-heartedly recommend its approach. Here is what they believe in:

- - Promoting a conjecturing atmosphere
- - Careful use of questions and prompts
- - Low threshold high ceiling tasks
- - Modelling behaviour
- - Whole class discussion
- - Highlighting behaviour that you want to promote
- - HOTS not MOTS

[HOTS are (horror of horrors!):
Higher Order Thinking Skills (HOTS)

and what they try to discourage is (even more horrible!):

More of the Same (MotS)]

The author is a member of the 'NRICH' Project of Cambridge University, the Mission of which emphasizes that they desire to ENRICH the math learning experience!! (Terrible, indeed!)

NRich has published a sizable number of papers, accessible at: http://nrich.maths.org/public/viewer.php?obj_id=2719?=

(One of the papers is titled: "Mathematical problem solving is boring": A study into the motivational impact of NRICH problem solving materials within the primary classroom - and they demonstrate ways to make math less boring!!)

[Special for Robert Hansen: Possibly they even show some "boxes" in some of their articles!]


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