Mar 23 2012, 04:15 AM
I believe that's a quote, mahyar. 3rd graders don't have the traditional understanding of addition and subtraction programmed in them yet. Binary arithmetic just involves two numbers too, so I would think it'd be much simpler.
Haven't read the full article yet though.
Edit: I've read it. Great article for current and potential educators. I was a temp relief/substitute physics teacher a few years back. I tried to implement inquiry-based learning in some of my lessons. It wasn't always successful. But I'll fault that on my lack of preparation.
" This method takes a lot of energy and concentration when you are doing it fast, the way I like to do it when beginning a new topic. A teacher cannot do this for every topic or all day long, at least not the first time one teaches particular topics this way. It takes a lot of preparation, and a lot of thought. When it goes well, as this did, it is so exciting for both the students and the teacher that it is difficult to stay at that peak and pace or to change gears or topics. When it does not go as well, it is very taxing trying to figure out what you need to modify or what you need to say. I practiced this particular sequence of questioning a little bit one time with a first grade teacher. I found a flaw in my sequence of questions. I had to figure out how to correct that. I had time to prepare this particular lesson; I am not a teacher but a volunteer; and I am not a mathematician. I came to the school just to do this topic that one period."
The education system in my country(and probably most developed countries) mainly focuses on quantitative results. In general, mathematics in high schools is taught through brute-force techniques. Just keep practising until you get it. In the local papers, they highlighted how some parents of high school students spent about $8000 a month on private tutors. I expect this form of "Socratic" teaching involves a lot of time. Time I don't think most teachers feel they have enough to carry out such a novel pedagogy.
Great article though. Gonna share it on Facebook to make myself look cool now. 8)
Haven't read the full article yet though.
Edit: I've read it. Great article for current and potential educators. I was a temp relief/substitute physics teacher a few years back. I tried to implement inquiry-based learning in some of my lessons. It wasn't always successful. But I'll fault that on my lack of preparation.
" This method takes a lot of energy and concentration when you are doing it fast, the way I like to do it when beginning a new topic. A teacher cannot do this for every topic or all day long, at least not the first time one teaches particular topics this way. It takes a lot of preparation, and a lot of thought. When it goes well, as this did, it is so exciting for both the students and the teacher that it is difficult to stay at that peak and pace or to change gears or topics. When it does not go as well, it is very taxing trying to figure out what you need to modify or what you need to say. I practiced this particular sequence of questioning a little bit one time with a first grade teacher. I found a flaw in my sequence of questions. I had to figure out how to correct that. I had time to prepare this particular lesson; I am not a teacher but a volunteer; and I am not a mathematician. I came to the school just to do this topic that one period."
The education system in my country(and probably most developed countries) mainly focuses on quantitative results. In general, mathematics in high schools is taught through brute-force techniques. Just keep practising until you get it. In the local papers, they highlighted how some parents of high school students spent about $8000 a month on private tutors. I expect this form of "Socratic" teaching involves a lot of time. Time I don't think most teachers feel they have enough to carry out such a novel pedagogy.
Great article though. Gonna share it on Facebook to make myself look cool now. 8)
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