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Month: June 2019

Doing mathematics-the difference between deep and superficial knowledge

Doing mathematics-the difference between deep and superficial knowledge

Math education does not need reform as it equates to rearranging chairs on a sinking Titanic. We need to build a new ship. (Source) If I am advocating anything, it is only the obvious (and time-tested) idea of “learning by doing.” If I have a method, it is only to convey my love for my subject honestly, and to help inspire my students to engage in a delightful and fascinating ADVENTURE – to actually do mathematics, and to thereby gain…

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Wanna do* Adventures

Wanna do* Adventures

In our investigations of children’s understanding of the mathematics of data, we identified ideas that were particularly interesting or empowering to children, and watched where they spontaneously made mathematical games and challenges for themselves. Interwoven with this process was our own deepening understanding and enjoyment of this branch of mathematics. Taking cues from children’s aesthetics as well as our own, in effect we found the “game in the math” rather than putting math in a game. And, almost by necessity,…

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