[squeakland] Introductory lesson

K. K. Subramaniam subbukk at gmail.com
Thu Aug 27 12:38:14 EDT 2009

On Thursday 27 Aug 2009 9:31:32 pm Hilaire Fernandes wrote:
> I am not sure car vs bug was an issue.

The "car" is not meant to be used in isolation but is part of a sequence of 
learning activities starting with experiencing Magnitude and Angles through 
bodily movements and then trying to develop on these ideas through an 
intermediate object. The 'car' object is natural for children in developed 
world. Children in cultures who see a car (if at all) only at a distance may 
not relate to it as a personal transitional object.

See the the initial part of:

Papert [1:37] : The essential point about the turtle is its role as a 
transitional object. That is, transitional between the body, self and the 
abstract mathematical ideas. The turtle, you can identify with it. You can 
move your body in order to guess how you can command the turtle. So it is 
related to you, your body, your movement and it is also related to 
mathematical ideas."
Teacher [4:13]: The great thing is it provides a mathematical environment for 
the children. While the children are working around the turtle, if you listen 
to what they are talking about, it's all mathematical. Verbalization in 
Mathematics is very important and I think that half of the problems with 
Mathematical teaching is that students don't communicate mathematically, talk 
about mathematics and experience mathematical problems...


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