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Understanding and setting up a proportion does nor require instant recall of
math (arithmetic) facts. Then a calculator can be used. However if you do
not understand proportions no amount of proficiency in math facts will allow
you to do proportional reasoning. Dyslexics typically have difficulty with
math facts, but can be superb proportional reasoners.
Incidentally when you look at the Irascible Professor column, notice that
Mark actually points out some of the deficiencies in the column which was
written by another.
John M. Clement
Houston, TX
Hi all-
How do you do "proportional thinking" if you're not solid on your
math facts?
Regards,
Jack
On Sat, 8 Jan 2005, John Clement wrote:
Mark Shapiro's column is essentially an endorsement of the conservativememorized
approach to math education. However that approach has serious deficits.
While it may make students better at rote calculation, it still does not
solve the problems of poor thinking skills. The connection between
math facts ie. Arithmetic and higher level math competence is fairlyperception
tenuous. The agreement at the cited conference may actually be a
bred by some columnists, because the math partisans do not agree to it.over
Actually the thinking ability of students has not changed appreciably
the last 30 years. Anton Lawson did a study in a conservative suburb ofability
Phoenix over 30 years ago and redid it recently. He found that the
of students to do proportional reasoning has not changed. It remainsmajority
abysmally low. And all evidence points to the fact that conventional
educational techniques do not appreciably raise this ability in the
of students.cited
The evidence for or against all of the existing math programs has been
as being inadequate. Unlike the evidence in physics where theconventional
approach has been shown to have extreme shortcomings in comparison withthe
active engagement programs.aided
John M. Clement
Houston, TX
-----Original Message-----
From: Forum for Physics Educators [mailto:PHYS-L@list1.ucc.nau.edu] On
Behalf Of Jack Uretsky
Sent: Friday, January 07, 2005 11:49 PM
To: PHYS-L@LISTS.NAU.EDU
Subject: Re: California standards test in physics
Hear! Hear!
Feynman warned us against the physicist's greatest hazard - self
deception. I suggest that it is also the teacher's greatest hazard,
properlyby the typical student's expertise in conning teachers. Testing,
however,done, confronts the teacher with the reality of what the student is
actually getting from the teacher. The spirit of testing must,
studentbe to determine the likelihood of the null hypothesis, that the
etc.got nothing from the course.
Regards,
Jack
On Fri, 7 Jan 2005, Rick Tarara wrote:
I would disagree that we rarely are tested after school. People aretested
everyday to recall knowledge, to solve problems, to write essays,
ItThese are practical tests, those that drive our jobs and our lives.
compactwould be wonderful if school could somehow provide the same kind ofschool
practical applications for all testing, but it is the very nature of
that severely limits those opportunities. Schooling is much too
educationin
time and content to design into it constant 'real world' tests.
Now unless we can change human nature, I seriously doubt that
many(of
the masses) without considerable testing can be successful. How
is,here
have tried a 'graduate-style' course on an introductory class? That
areonly one knowledge/skill test a the end of the course. Yes there
failure) ofsome
pedagogical techniques being used that de-emphasize testing, butultimately
how is the success of such judged? The hallowed (or infamous) FCI(Force
Concept Inventory) is a benchmark for many PER (Physics Educationalchoice
Research) practitioners, but of course it IS a test, and a multiple-
test at that!keep
In my experience (26 years), the weekly quiz is an important tool to
students ON TASK. Graded homeworks are key to getting students topractice
problem solving. I don't know how to assess the success (or
twoa
course without some kind of 'exam'. The best (for conceptualassessment)
would involve essay questions where students must actually explainthings,
but reading 60 of these (which I do in the Spring Semester) in the
methods ofdays
or so allowed, is a daunting task.
While there seems to be a history of dissatisfaction with the
alleducation (dating over centuries if not millennia), somehow after
tests?the
attempts to 'fix' things, we keep returning to the 'tried and true'.
I recommend Mark Shapiro's most recent column:
http://irascibleprofessor.com/comments-01-07-05.htm
Rick
*********************************************************
Richard W. Tarara
Professor of Physics
Saint Mary's College
Notre Dame, Indiana
rtarara@saintmarys.edu
********************************************************
Free Physics Educational Software (Win & Mac)
www.saintmarys.edu/~rtarara/software.html
********************************************************
----- Original Message -----
From: "Herbert H Gottlieb" <herbgottlieb@JUNO.COM>
To: <PHYS-L@LISTS.NAU.EDU>
Sent: Friday, January 07, 2005 8:16 AM
Subject: Re: California standards test in physics
Despite the smiley face below, I'm sure that all agree with your
statement. The question now is... Who should write all these
office,Outside of Civil Service tests, those given in the doctors'
quizzes,and a very few others, once we get out of the school environmnet
it is very rare that we ever have to take a test. Are tests really
necessary??? Can schools run efficiently without all those
clearly<rtarara@SAINTMARYS.EDU>weekly tests, midterm tests, final tests, other tests, and exams?
Herb Gottlieb
On Fri, 07 Jan 2005 07:02:38 -0500 Rick Tarara
writes:
This discussion now has degenerated to the point where we can
Valleysee why a committee should NEVER write a test! ;-)
--
"Trust me. I have a lot of experience at this."
General Custer's unremembered message to his men,
just before leading them into the Little Big Horn
--
"Trust me. I have a lot of experience at this."
General Custer's unremembered message to his men,
just before leading them into the Little Big Horn Valley