---------- Forwarded message ---------- Date: Mon, 21 Aug 1995 16:13:10 -0500 From: Tad Watanabe <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: Re: constructivism in methods courses
I think Dan's question is a central issue when we consider teaching math methods courses informed by constructivism. If, as Dan believe, teaching mathematics requires different pedagogies than teaching methods, then what does it mean to "model"? What is it we are attempting to model? Is the notion of "modeling" consistent with the constructivism epistemology?
Tough question, I think.
Tad Watanabe Towson State University Towson, Maryland
On Mon, 21 Aug 1995 email@example.com wrote:
> > Ultimately we have to role model what we believe to be effective teaching > because we feel that it is effective teaching. Does teaching mathematics > require different pedagogies than teaching methods? I am a firm believer > that it does because I am a firm believer that you start with content > before choosing how you wish to teach that content. > > In mathematics, you start with a piece of content and then think: is there > an activity which will help students understand the content? Does the new > content connect with previous lessons or previous years' knowledge? Does > technology help illustrate the content? >