tag:blogger.com,1999:blog-7076445840028573244.post3726543946573520514..comments2017-04-07T08:23:48.024+10:00Comments on Exploring education: Using formal algorithms too early - it doesn’t compute?Nevillehttp://www.blogger.com/profile/17075960954633057645noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-7076445840028573244.post-63215241030050714322012-01-20T10:32:58.336+11:002012-01-20T10:32:58.336+11:00Hi Denise,
Thanks for your comment.
I think you ma...Hi Denise,<br />Thanks for your comment.<br />I think you make a really good point when you contrast the approaches we take when teaching mathematics with how we teach language related activities. Related to this is I think is the fact that language is easy for teachers to make “fun” (think poems and stories). However, teachers who may lack confidence in mathematics tend to retreat to schemes and worksheets. This has the impact of defining mathematics in a very narrow way. Effective teachers try to make language related tasks engaging and purposeful – our mathematics teaching needs to be the same.<br />Again, thank you for your comment.<br />Cheers,<br />NevilleNevhttp://www.blogger.com/profile/17075960954633057645noreply@blogger.comtag:blogger.com,1999:blog-7076445840028573244.post-66092652129061191072012-01-20T09:07:23.588+11:002012-01-20T09:07:23.588+11:00I love your thought about the photocopier. Young c...I love your thought about the photocopier. Young children need hands-on experiences with math to get the "feel of it." In language arts, young children are surrounded by language and stories and writing which aids their reading and writing development. Most children, however,are unaware that they are also surrounded by math everyday. We need to help them see math in the world around them.Denise Rawdinghttp://www.blogger.com/profile/02529289980903342530noreply@blogger.comtag:blogger.com,1999:blog-7076445840028573244.post-51278107935894233952011-11-23T09:17:53.752+11:002011-11-23T09:17:53.752+11:00Hi Adam,
Hi – and thanks for your comment.
I think...Hi Adam,<br />Hi – and thanks for your comment.<br />I think your comment about the printing press is an astute one – I sometimes wonder if one of the obstacles to effective teaching is the photocopier. Without this effortless method of reproducing “worksheets” teachers might have to reflect a little more on their practice and the progress of their students – rather than simply “teaching” the next page or chapter of the book.<br /><br />Again, thanks for your comment.Nevhttp://www.blogger.com/profile/17075960954633057645noreply@blogger.comtag:blogger.com,1999:blog-7076445840028573244.post-68641062893672486172011-11-23T09:03:26.228+11:002011-11-23T09:03:26.228+11:00Hi David – and thanks for your comment.
I think yo...Hi David – and thanks for your comment.<br />I think you have identified one of the real challenges for maths education – the “one size fits all” approach that clearly is ineffective. I note on twitter that you are active on #mathchat and are looking for a source of open-ended activities. I think this approach has potential in addressing the “sameness” of maths teaching. Let’s hope that the collective wisdom of maths educators around the globe can come up with some valid alternatives. <br />And here is some mathematical heresy – should we teach students mathematical processes that we can’t make meaningful and relevant outside the classroom world?Nevhttp://www.blogger.com/profile/17075960954633057645noreply@blogger.comtag:blogger.com,1999:blog-7076445840028573244.post-44610261864905860992011-11-22T17:20:41.525+11:002011-11-22T17:20:41.525+11:00Nicely put, Nev. I completely agree. Much of what ...Nicely put, Nev. I completely agree. Much of what we have perpetuated in mathematics education is due to conveniences of the printing press rather than what makes sense to the developing mathematical mind, e.g., standard long division vs. galley division. Even with paper and pencil, the galley division method makes just as much sense as, if not more than, the standard algorithm.Adam Harbaughhttp://www.blogger.com/profile/16656985170874423774noreply@blogger.comtag:blogger.com,1999:blog-7076445840028573244.post-52363930978631239742011-11-22T16:59:24.895+11:002011-11-22T16:59:24.895+11:00I strongly agree with this finding, as I see it ha...I strongly agree with this finding, as I see it happen in my own teaching of students. In a Piagetian sense, the formalism of a formal algorithm requires a level of abstract thinking that most young children do not (yet) exhibit. Some of them do, but most do not, until as you say, about 4th grade.<br /><br />One thing that concerns me about math education is how we ignore the idea that different students progress at different rates, and I think this often contributes to the problems students have learning mathematics. Should we teach formal algorithms to that 40% of students who are not yet ready for them? Can we find a way to introduce topics in a class to some students, and not to others?Davidhttp://www.blogger.com/profile/08098221991466148258noreply@blogger.com