3 ms·
Related article, Lockhart's Lament. https://www.maa.org/external_archive/devlin/LockhartsLament.pdf https://www.maa.org/external_archive/devlin/LockhartsLament
by sethammons 4y ago
Related article, Lockhart's Lament.
https://www.maa.org/external_archive/devlin/LockhartsLament.pdf https://www.maa.org/external_archive/devlin/LockhartsLament....
If we taught music like math, you'd spend years learning sheet music and theory before being handed a musical instrument. Note, I love the triangle area example and how it is extended to a cone's volume.
I used to teach high school math (turns out you can earn more as a software engineer), and I respected the curriculum we adopted, CPM. It wasn't a silver bullet, but it focused on conceptual understanding by investigating relationships and patterns and formalizing those into "normal" math.
By way of example, linear graphing is explored through tables, plotting, and uncovering y=mx+b over a couple projects. When I was taught the same, it was explicitly instructed starting with "m represents slope and b the y-intercept, now match graphs to their equations" - building mental models that connected concepts was left up to the pupil.
- lifeisstillgood 4y agoI am looking for ways to "supplement" (or compensate ) for my sons math schooling - CPM looks interesting but if it is just solo study is it any more effective than the usual textbook and exercises ?
- sethammons 4y agoCPM benefits from a group setting where a couple (or more) of students can strive together, but even without a group setting there are lots of treasures. One teacher colleague who fostered lots of kids became convinced of the CPM model after working with algebra tiles with one of her fostered/adopted daughters who really, really struggled with symbolic and abstract representations. The tiles made the abstract real for the kid and allowed them to complete high school math.