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Topic:
[mathlearn] Remediation for Remedial Math #2
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Richard Hake
Posts:
1,251
From:
Woodland Hills, CA 91367
Registered:
12/4/04


[mathlearn] Remediation for Remedial Math #2
Posted:
May 15, 2012 6:44 PM



Some subscribers to MathLearn might be interested in a recent discussionlist post "Remediation for Remedial Math #2" [Hake (2012)]. The abstract reads:
*********************************************** ABSTRACT: In a previous post "Remediation for Remedial Math" I wrote: "In my opinion, the major problem may not be inherent difficulty for many students of the algebra on which remedial courses concentrate, but the fact that such courses are ineffectively taught as passivestudent lecture courses. Jerry Epstein's (2007) 'Calculus Concept Inventory' <http://bit.ly/bqKSWJ> is beginning to show the abysmal ineffectiveness of standard introductory calculus courses. Similarly an 'Algebra Concept Inventory' might show the same thing for current algebra courses."
To which LrnAsstL's Jered WasburnMoses responded at <http://bit.ly/KKRm0z> (paraphrasing; my CAPS): "I think Hake misses a key difference between physics (his own field) and mathematics: EDUCATIONAL INERTIA. By the time they reach college developmental education courses, students have stronglyentrenched beliefs about mathematical content, mathematical classrooms, and themselves as mathematical learners."
But my experience has been that the same is true for K16 physics and other sciences, in that not only students but also teachers and professors have stronglyentrenched beliefs about education. So central is the problem of "educational inertia" that I was moved to post:
(a) Lesson #13 of "Lessons from the Physics Education Reform Effort" (Hake, 2002) at <http://bit.ly/aL87VT>: "The monumental inertia of the educational system may thwart longterm national reform";
(b) "Eleven Quotes in Honor of Inertia" [Hake (2006)] at <http://bit.ly/g7jdeU>;
(c) an essay "Can Scientific Research Enhance the Art of Teaching?" [Hake (2007b)] at <http://bit.ly/a7xJxR> (1.2 MB): "University Leaders Bemoan the Inertia of Higher Education: Why Is It So Slow To Recognize the Value of Interactive Engagement Methods in Promoting HigherLevel Learning?" ***********************************************
To access the complete 13 kB post please click on <http://bit.ly/KZafu5>.
Richard Hake, Emeritus Professor of Physics, Indiana University <rrhake@earthlink.net> Links to Articles: <http://bit.ly/a6M5y0> Links to SDI Labs: <http://bit.ly/9nGd3M> Blog: <http://bit.ly/9yGsXh> Academia: <http://iub.academia.edu/RichardHake> Twitter <https://twitter.com/#!/rrhake>
"If you try to introduce people to a paradigm shift, they will hear what you have to say and then interpret your words in terms of their old paradigm. What does not fit, they will not hear." Myron Tribus (2001), former director of the "Center for Advanced Engineering Study at MIT"  see <http://en.wikipedia.org/wiki/Myron_Tribus>
REFERENCES [All URL's shortened by <http://bit.ly/> and accessed on 15 May 2012.] Hake, R.R. 2012. " Remediation for Remedial Math #2," online on the OPEN! AERAL archives at <http://bit.ly/KZafu5>. Post of 15 May 2012 11:31:160700 to AERAL and NetGold. The abstract and link to the complete post are also being transmitted to several discussion lists and are on my blog "Hake'sEdStuff" at <http://bit.ly/JIp5XD> with a provision for comments.
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