Drexel dragonThe Math ForumDonate to the Math Forum



Search All of the Math Forum:

Views expressed in these public forums are not endorsed by Drexel University or The Math Forum.


Math Forum » Discussions » Education » math-learn

Topic: [math-learn] Remediation for Remedial Math #2
Replies: 0  

Advanced Search

Back to Topic List Back to Topic List  
Richard Hake

Posts: 1,218
From: Woodland Hills, CA 91367
Registered: 12/4/04
[math-learn] Remediation for Remedial Math #2
Posted: May 15, 2012 6:44 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply
att1.html (13.7 K)

Some subscribers to Math-Learn might be interested in a recent
discussion-list 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
passive-student 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 LrnAsst-L's Jered Wasburn-Moses 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 strongly-entrenched beliefs about
mathematical content, mathematical classrooms, and themselves as
mathematical learners."

But my experience has been that the same is true for K-16 physics and
other sciences, in that not only students but also teachers and
professors have strongly-entrenched 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 long-term 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
Higher-Level 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! AERA-L archives at <http://bit.ly/KZafu5>. Post of 15 May 2012
11:31:16-0700 to AERA-L and Net-Gold. 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.

[Non-text portions of this message have been removed]




Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© Drexel University 1994-2014. All Rights Reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.