tag:blogger.com,1999:blog-6645583842972204443.post1788572435116690822..comments2017-12-14T01:42:00.492-08:00Comments on The Education Scientist: Teaching Math with Minecraft (An Impromptu Education Experiment)Michael Connellnoreply@blogger.comBlogger6125tag:blogger.com,1999:blog-6645583842972204443.post-51092270683735642002017-10-21T00:47:17.648-07:002017-10-21T00:47:17.648-07:00Enthusiastic beginning is very common in every sec...Enthusiastic beginning is very common in every sector when anyone enters into a new world. But it is very hard to keep such enthusiasm for a long time after huddles come out from invited sources. Read this blog and know more about this topic.<br /><a href="http://theplannereducation.com/home/%E0%B9%80%E0%B8%A3%E0%B8%B5%E0%B8%A2%E0%B8%99-igcse/" rel="nofollow">ติว igcse</a>mrkdvsnhttps://www.blogger.com/profile/09327782819628187575noreply@blogger.comtag:blogger.com,1999:blog-6645583842972204443.post-49341229473127914322013-09-18T12:08:21.196-07:002013-09-18T12:08:21.196-07:00Hi, GoKart. Thanks for joining the conversation. ...Hi, GoKart. Thanks for joining the conversation. <br /><br />You touch on several important issues. I'll just focus on one.<br /><br />> Consider the arrangement of 4 Cuisenaire Rods to form a line. Would the child or the teacher recognise this represents a perfect square? Yet, irrespective of the configuration "4" is a square number.<br /><br />Historically speaking, a number N is a square if you can arrange N objects into a square shape. So although you are right that "4" is a square number no matter how you arrange those four objects, it qualifies as a square by virtue of the fact that you *can* arrange those four objects into a square shape, which is all that is said in the video.<br /><br />See, for example, these two discussions:<br />http://en.wikipedia.org/wiki/Square_number<br />http://mathforum.org/library/drmath/view/52368.html<br />Michael Connellhttps://www.blogger.com/profile/11351479269650780356noreply@blogger.comtag:blogger.com,1999:blog-6645583842972204443.post-16945003100611326582013-09-16T07:01:55.452-07:002013-09-16T07:01:55.452-07:00Now wonder kids get confused. Number, as word or s...Now wonder kids get confused. Number, as word or symbol, represents quantity is dimensionless; the numerosity of a set - see the work of Stanilas Dehaene. To use Minecraft to mimic the manipulation of Cuisenaire Rods is beneficial in so far as the unit cubes cannot get lost or thrown. However, this young learner's concept of 2 x 2 arrangement being a square is problematic. Cuisenaire Rod arrangements form solids, not shapes. The teacher did not clarify WHAT was being counted, and reinforced that the uppermost face of the arrangement was square. Consider the arrangement of 4 Cuisenaire Rods to form a line. Would the child or the teacher recognise this represents a perfect square? Yet, irrespective of the configuration "4" is a square number. This demonstration is offering neither deep-learning nor comparative reasoning. There is no contextual offering of the role of primes in our number system. This demonstration achieves no value-adding over Cuisenaire rods. Another embedded confusion is that a 'square' is different to 'rectangle'. This misconception starts somewhere in primary school, travels through high school and becomes a blight when the calculus student is solving max-min problems, such as given X linear metres of fencing design a yard with maximum area. GoKarthttps://www.blogger.com/profile/12312634414056102266noreply@blogger.comtag:blogger.com,1999:blog-6645583842972204443.post-88487482008054768702013-09-14T18:14:57.165-07:002013-09-14T18:14:57.165-07:00Yes you do! And wouldn't it be great if there ...Yes you do! And wouldn't it be great if there were more like this for different content areas. There ARE tons and tons of programs (software, web-based, apps, etc.) that provide visual graphics in real time. The problem is how the data is used and interpreted. Most programs don't include suggested instructional models for remediating or enriching learning based on the data; it is simply a "report card" of sorts. But, that is not true of the app on www.nativebrain.com! If there are other programs like this, we teachers need them. Beyond that, curriculum and instruction administrators need to know about them! Renehttps://www.blogger.com/profile/04141504361234669724noreply@blogger.comtag:blogger.com,1999:blog-6645583842972204443.post-75097814688897241332013-09-14T12:54:45.108-07:002013-09-14T12:54:45.108-07:00> Wouldn’t it be great if we had a way to captu...> Wouldn’t it be great if we had a way to capture, in a visual graphic, what students are thinking in real time!<br /><br />Haha - we do! http://www.nativebrain.com/dashboardMichael Connellhttps://www.blogger.com/profile/11351479269650780356noreply@blogger.comtag:blogger.com,1999:blog-6645583842972204443.post-25017317835207868832013-08-31T09:00:20.212-07:002013-08-31T09:00:20.212-07:00WOW!!I need to watch this a dozen more times to ca...WOW!!I need to watch this a dozen more times to capture the fantastic micro-skills/processing that occurred. Wouldn’t it be great if we had a way to capture, in a visual graphic, what students are thinking in real time! I agreed with the previous posts about time children spend with technology as well as usefulness of games…but still I have to re-think my use of games in the context of “learning”… This interaction can be used as an exemplar of informal learning; AND I could absolutely see using this in the classroom EXCEPT (teacher colleagues, don’t hate me) I don’t trust that most teachers will engage in the same dialogue with their students as you did Dr. Connell. I have seen too many teachers use Power Point in a press-and-play/assume-they-learn model. I have been in those classes myself as a student. BUT…this idea (not trusting teachers) is one thing that prevents teachers who are innovative from moving forward if administrators don’t allow technology to be used WITH guidance, TRAINING, and accountability. Renehttps://www.blogger.com/profile/04141504361234669724noreply@blogger.com