Sorry I got tied up last night - our hearing went long. I will try to email you somae materials, including assignments. Or I will fix a link to the documents you will need. Check back later today.
Thanks
Peter
Wednesday, September 24, 2008
Saturday, September 6, 2008
Slowing down - a class announcement -no response needed
So here is the deal - less is more. You had a reading assignment that was fairly extensive. To avoid too much trauma, and to really get some focus, this week we are going to focus on the Principles and Standards Chapters 1 and 2 in a quick overview, then in Chapter 6 (the 6 -8 Standards} really focus on Number and Operations and Algebra Standards. We will actually use some of their examples. You will see these in the column to the left. You should also take a look at the Process Standards in this column, as well. So do this, and the write ups due this week and you are good to go.
Learning with understandaing and autonomy
From the Principles and Standards (The Learning Principle)
"A major goal of school mathematics programs is to create autonomous learners, and learning with understanding supports this goal. Students learn more and learn better when they can take control of their learning by defining their goals and monitoring their progress. When challenged with appropriately chosen tasks, students become confident in their ability to tackle difficult problems, eager to figure things out on their own, flexible in exploring mathematical ideas and trying alternative solution paths, and willing to persevere. Effective learners recognize the importance of reflecting on their thinking and learning from their mistakes. Students should view the difficulty of complex mathematical investigations as a worthwhile challenge rather than as an excuse to give up. Even when a mathematical task is difficult, it can be engaging and rewarding. When students work hard to solve a difficult problem or to understand a complex idea, they experience a very special feeling of accomplishment, which in turn leads to a willingness to continue and extend their engagement with mathematics."
Please reflect on the above and your experience - perhaps within mathematics, more likely in your other life, of something you have learned or some problem you have solved. Place that learning in the context of the statements above.
For example, I personally might reflect on how I learned how ro sail.
"A major goal of school mathematics programs is to create autonomous learners, and learning with understanding supports this goal. Students learn more and learn better when they can take control of their learning by defining their goals and monitoring their progress. When challenged with appropriately chosen tasks, students become confident in their ability to tackle difficult problems, eager to figure things out on their own, flexible in exploring mathematical ideas and trying alternative solution paths, and willing to persevere. Effective learners recognize the importance of reflecting on their thinking and learning from their mistakes. Students should view the difficulty of complex mathematical investigations as a worthwhile challenge rather than as an excuse to give up. Even when a mathematical task is difficult, it can be engaging and rewarding. When students work hard to solve a difficult problem or to understand a complex idea, they experience a very special feeling of accomplishment, which in turn leads to a willingness to continue and extend their engagement with mathematics."
Please reflect on the above and your experience - perhaps within mathematics, more likely in your other life, of something you have learned or some problem you have solved. Place that learning in the context of the statements above.
For example, I personally might reflect on how I learned how ro sail.
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