[IAEP] 4th Grade Maths wiki and blog by Greg Dek
solutiongrove at gmail.com
Mon Feb 9 09:24:04 EST 2009
Here is yet another group thinking about this problem.
It looks like we are going to have 1000 flowers blooming in this area. I
tend to want to see people work together, it feels more efficient. But we
certainly know from experience that the 1000 flowers approach, where 990 of
them die, can actually create more results in reality.
On Tue, Feb 3, 2009 at 1:51 PM, Greg Dekoenigsberg <gdk at redhat.com> wrote:
> On Sun, 1 Feb 2009, Bill Kerr wrote:
> > http://sugarlabs.org/go/User:Gdk/4th_Grade_Maths
> > http://gregdek.livejournal.com/45211.html
> > I think what is missing in the approach outlined by Greg here (and in
> > curriculum frameworks in general) is no real consideration of the deep
> > structure of maths or of how children learn maths, the psychology of
> > children's reasoning
> So Bill, I'm going to nip this particular conversation in the bud by
> saying "I don't care."
> Understand that I'm not saying this to be rude. I'm saying it because,
> despite the fact that there are many possible approaches to follow, and
> many possible methodologies to consider, I myself, *personally*, cannot
> work that way.
> The whole point of my experiment is that it is:
> a. Of limited scope;
> b. Focused on simple deliverables;
> c. Actionable from my own narrow perspective;
> d. Something that I can fit into my little mind;
> e. A model for others to follow, IF AND ONLY IF IT ACTUALLY PROVES USEFUL.
> All of your points are fair, but I can only integrate so much data into an
> actionable plan, and that's all I know how to do.
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