Hi Bob --
At 02:44 PM 8/18/2007, Robert Parks wrote:
I've been listening with
interest, and I've got a couple of questions and (possible)
provocations.
1. would learning calculus as a "powerful idea"
(rather than through the duller algebraic approach) be counted as
"using discovery or inquiry based learning as a substitute for hard
facts"?
I don't see why it should, but there are few bounds on rhetoric and
innuendo. I like Bruner's term "scaffolded learning" because
real discoveries are rare -- we've learned how to teach 10 year olds a
good and mathematical version of calculus but no child has ever
discovered calculus without guidance (and it took 200,000 years for two
smart adults to do it with hints). Much of the "discovery and
inquiry learning" curricula I've seen is pretty soft.
But learning and teaching would be easy if it could be transmitted by
words or actions. Instead, some changes have to happen in the learner's
mind/brain through some actions on their part (which could involve doing
something or just sitting in a chair pondering). Things are sometimes not
obvious because they are literally invisible, or because the explanations
fall outside of existing commonsense thinking patterns. Or some new set
of coordinations have to be learned/built that were not there
before.
These have many of the trappings of creativity and the having of ideas
that are not simple increments from the ideas of the surrounding context.
The phrase I use for this is "Learning a powerful idea requires a
lot of the same kinds of creativity as it took to invent it in the first
place". This is because it has to be invented anew by the learner.
The good news is that learners for already invented ideas almost never
have to be as smart and unusual as the original inventors (calculus can
be learned by pretty much everybody, but Newton and Leibniz were
unusual). On the other side, some real work has to be done to "cross
the barriers".
Tim Gallwey (the incredible tennis teacher) use to say: you have to hit
thousands of balls to learn to play tennis -- my method gets you to hit
those thousands of balls, but feeling and thinking differently. A good
method in mathematics (like Mary Laycock's or Seymours) still requires
you to do lots of things (to get your mind/brain fluent) but can be and
feel mathematical for most of the journey rather than painful in many
ways. This is what we've called "Hard fun", and it is a process
that is shared by any set of arts/sports/skills that have been
developed.
Another way to look at it is "If you don't read for fun, you will
never get fluent enough to read for purpose".
The big problem with the "standard algebraic route" is not so
much algebra, but that the standard route requires lots of work but
doesn't deliver "real math" very well. It's not situated in
mathematical thinking, but much more in rule learning and following.
People have turned Logo (and other computing) into rule learning and
following, etc. It can be done to any initially terrific
subject.
2. What IS a
"powerful idea", and how does it become powerful?
I'm particularly interested in asking whether ideas get their power from
abstraction (finding similarity in structure), or generalization (finding
similarity in features) - or from both.
Seymour and I have tried to characterize "powerful ideas"
operationally rather than by structure. Even though there are not a lot
of powerful ideas (hundreds or so) there are enough of different types to
make simple structural definitions difficult. For example, "modern
science" itself is a powerful idea: it is one of the greatest sets
of processes ever devised for getting around many of the defects of the
human mind/brain/genetic/culture system that has been so confusing and
dangerous over our species time on the planet. On the other hand,
"increase-by" as we use it in Etoys is the essential building
block of the calculus (especially for children) and it is a
"powerful idea" because it can be used in so many different
kinds of "change situation" and it illuminates the change
processes and makes them easier to think about and to calculate.
These two "powerful ideas" are on different scales and in
different domains. But operationally they have the power to greatly
amplify and channel our thinking processes. A phrase I've used in the
past is "Point of view equals 80 IQ points". Choosing and using
a context can be like adding an extra brain. This is why today's
scientists and engineers -- who are not better endowed by nature to work
in their fields -- are so much more effective than some of the great
geniuses in the past.
Some of the most important "powerful ideas" can be drawn from
Anthropology, Bio-behavior, Neuroethology, etc., (how History can be
interpreted in the light of these, etc.) and have to do with insights
about ourselves that are critical and have remained hidden for 10s of
centuries. Our research project is ultimately about getting children to
start learning these, but we decided that we needed to learn how to teach
math and physical science (and what kinds of each of these) to children
first. Jerome Bruner saw this earlier than anyone and pioneered one of
the greatest curriculum designs for elementary school children in
"Man A Course Of Study" (MACOS), an intellectually honest
presentation of Anthropology to 5th graders. This was implemented in more
than 10,000 schools in the US in the late 60s, was a masterpiece, and
ultimately was destroyed by religious fundamentalists in
Congress.
But it and other deep insight powerful ideas curricula need to be done
again, better, and with more support.
Cheers,
Alan
Bob
On 8/17/07, David Corking
<lists@dcorking.com>
wrote:
- > But what if the
- > secondary math teachers complained loudly? I don't think they
are in
- > any decision process that I can find.
- I don't know the US systems very well. I would like to think
that
- school boards and education departments consult professionals
first.
- Are there countries where that does happen?
hi David,
Curriculum statements have become contentious and politicised beasts
because they are the main instrument of attempted control over teachers
work. Many stakeholders fighting over problematic ideologies.
As long ago as 1994 two Australian academics - rather than describing
them as academics I should say two of the most notable educational maths
researchers in Australia - wrote a book ('The National Curriculum
Debacle' by Nerida Ellerton and Ken Clements) complaining bitterly that
the leading maths educational research group in Australia had not been
listened to in the development of the then national profiles. This book
is really a blow by blow description of the farcical process as well as a
critique of outcomes based education
In more recent times in Western Australia (Australian education system is
a State responsibility) there has been outrage at attempts at curriculum
reform. One perception has been that outcomes based education has led to
a watering down and socialisation of the maths / science curriculum. To
quote retired Associate Professor Steve Kessell, Science and Mathematics
Education Centre, Curtin University, letter to The Sunday Times
21/5/2006: "Learning about the sociology of the cosmetics industry
is not real chemistry, discussing whether air bags should be mandatory is
not real physics ... A 'culturally sensitive curriculum' borders on
nonsense ..." This is but one small sample of a flood of complaint.
See the PLATO (People Lobbying Against Teaching Outcomes) website for a
lot more detail
http://www.platowa.com/ btw I'm not
endorsing their approach just pointing out how contested this area has
become
My understanding is that this trend is world wide:
http://billkerr2.blogspot.com/2007/06/physics-teacher-begs-for-his-subject.html
"Wellington Grey, a physics teachers in the UK, has written
an open letter about the conversion of physics in his country from a
science of precise measurement and calculation into "... something
else, something nebulous and ill defined"
To critique it thoroughly would require a hard look at outcomes based
education.
Summarising some of the issues:
- watering down, diluting, trivializing science and maths curriculum
- converting science / maths content into sociological content
- using discovery or inquiry based learning as a substitute for hard
facts
This appears to be occurring systematically in western education systems.
(Not in developing countries who are serious about catching up to the
west and actively promote the importance of maths, science and computing
science).
This is a big topic. Science and maths education seems to be polarising
between a back to basics movement and soft sociological reform, often
ineffectual "discovery learning". I believe there is a third
way, that traditional science education can be reformed and still remain
real science. Student designed computer simulations using software such
as Etoys / Squeak could play an important role here.
--
Bill Kerr
http://billkerr2.blogspot.com/
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