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Sometimes when you have discomfort with an idea it is because the concept
does not agree with your existing conceptions. This happens when students
confront NTN3. The are uncomfortable with it and find it confusing despite
the fact that it is actually quite simple and straightforward. It could
also be that the concept is wrong, so your discomfort comes from being
required to learn something that is not correct.
Hi all-
As I understand the discussion so far, Rick is expressing a
discomfort with many of John C.'s postings, a discomfort that I happen to
share. John essentially finesses the issue by arguing that Rick is too
smart to understand it. I would be delighted if Rick could restate his
discomfort - if discomfort it is - in a way that prompts John to address
the source of discomfort.
On the other hand, I may be misunderstanding the discussion. Am
I/
Regards,
Jack
On Sun, 28 May 2006, John Clement wrote:
You are in the fortunate 5% who achieved a high level of understandingas a
result of both life experiences and school. Remember that at one timeonly
the upper 20% or less went to college, so that colleges had a muchhigher
proportion of formal operational students. My comment about factorlabel is
that it did not help students to achieve a higher degree of thinking.But
if you are already able to understand ratios, you will immediately graspstudents
factor label. My comments are aimed at why the large percentage of
do not come to good understanding of math and science.
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