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Posts: 243
Registered: 12/6/04
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Posted: Sep 8, 1995 12:46 PM
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I think Michael read one article, Mark and Maxine another. The article I
read was halfway in between.

Yes, Michael is right that the authors hedged what they said so that if you
looked closely there was nothing left to criticize, but Mark and Maxine are
right that the general import stereotyped people and trivialized

Like Michael, I enjoyed the discussion about different ways of coming to
conclusions in mathematics, but like the Bridgers I was disturbed by the
impression that could easily be left on a pressed-for-time reader that all
of these ways were equal.

I should add that as a mother of a dyslexic ADD kid, I have even more
reason than most to be interested in teaching that honors all learning
styles, but by God I want to see teaching that stretches kids so that they
have access to styles that at first seem uncomfortable, not teaching that
keeps them trapped. I wanted the authors to say very clearly that the goal
is for *all kids* to access *all ways,* because eventually that's what has
to happen, including the kid who sails through abstraction and needs
grounding. In my own work with teachers, one of the most gratifying
aspects of group work is watching people learn from each others' styles and
begin to stretch into new ways of thinking.

For a discussion on race, an issue of Discover within the last year did a
wonderful job skewering the concept, which was left, to change the
metaphor, in shreds.

Judy Roitman, Math, University of Kansas, Lawrence, KS 66045, 913-864-4630

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