| Discussion: | All Topics |
| Topic: | Understanding Distance, Speed, and Time Relationships Using Simulation Software |
| Related Item: | http://mathforum.org/mathtools/tool/13171/ |
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| Subject: | RE: Understanding Distance, Speed, and Time Relationships Using Simulation Software |
| Author: | TraNemiroff |
| Date: | Aug 24 2007 |
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though, believe that some students become more engaged when they can apply the
concepts learned. Maybe it is a developmental trait, the focus on the self, but
it does seem that some younger students are more involved in learning when they
see a connection. Learning more... maybe not, but possibility for a greater
sense of interest...maybe.
On Aug 20 2007, Mathman wrote:
> On Aug 20 2007, Kathy522 wrote:
> When students realize that what
> we are
> working with is actual and potentially found in their
> world, they
> learn more.
What will you do when that is not
> entirely possible? Some math is abstract, but has application none
> the less. Well, I suppose it all is if we want to get to the nitty
> gritty. Natural Numbers are just squiggles on paper that represent
> what is seen. Any number greater than 9 is dependent on the Arabic
> numeral representation, arbitrary and abstract. Complex numbers,
> that they will meet later, have uses in electronics [with infinite
> application in their "real world".] The arithmetic of numbers must
> include radicals as part of the real number system, and that
> arithmetic skill is very dependent upon patterns studied in algebra
> ...which is intrinsically abstract.
Whether or not they "learn
> more" will depend upon a point of view being short term or long
> term. Their education should be as whole as possible. To give them
> less is to stunt their academic growth. That is not to go overboard
> with discussions on abstraction, but to surely include it to some
> degree. The properties of geometric figures is well worth knowing.
> Their formal derivation is also well worth knowing. ...and so on.
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