Search All of the Math Forum:
Views expressed in these public forums are not endorsed by
NCTM or The Math Forum.


Math Forum
»
Discussions
»
Education
»
mathteach
Notice: We are no longer accepting new posts, but the forums will continue to be readable.
Topic:
More neg games
Replies:
3
Last Post:
Apr 15, 1996 5:38 PM




Re: More neg games
Posted:
Apr 14, 1996 4:24 PM


On Sun, 14 Apr 1996, Jennifer Kaplan wrote:
> The problem I find is that students have a hard time making the connection > between the 'game' and the mathematical process involved. Any comments?
I've played a "rednegative/blackpositive" card game on several occasions and have seen exactly what you have: the kids are very proficient at playing the game but don't immediately make the transition from the game context to the traditional symbolic context of negative and positive numbers.
Two thoughts arise here: first, we as teachers need to figure out what's happening well in the game that isn't happening at all outside the game. This is what the Standards mean by relating inschool math experiences to outofschool math experiences, and the Standards *don't* claim that inschool math experiences are necessarily "right" or "better" or "more meaningful." On the contrary, we've got to adapt the inschool math to the point at which it makes sense to the students in terms of the outofschool math, not the other way around. This is where traditional instruction falls apart.
Second (or actually zeroeth: this may precede the other), we need to clarify what we mean by "appropriate math practices." If we mean that we want kids to be able to work 35 sums of integers with 85% accuracy, then that's one thing; if we mean that we want kids to be able to explain, justify, and notate why one hand in the game would beat another hand, then that's something entirely different. The Standards would claim that if the kids spend enough time explaining and notating their thinking about the cards, then they'll be able (after some guidance) to work the written sums. And traditional instruction has spent years proving that the converse is not true: working all the sums in the world won't lead to an ability to explain the reasoning behind the sums.
Kreg A. Sherbine  To doubt everything or to believe Apollo Middle School  everything are two equally convenient Nashville, Tennessee  solutions; both dispense with the sherbine@math.vanderbilt.edu  necessity of reflection. H. Poincare



