My shiny padlet by Jenny Nehring https://padlet.com/jnehring2002/s9e9przi8ka9 Made with eyes on the prize en-us 2017-02-04 02:56:18 UTC 2017-05-17 10:51:44 UTC hello@padlet.com Michael Leitch: "You know what I'm going to do today?I'll go down to the library...I'm going to look up fractions, and I'm going to find out who did the rules, and how they are kept." (p. 55). https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152006802 2017-02-07 00:30:12 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152006802 Kristy chemile https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011254 an emphasis on instructional objectives and assessment procedures alone may not guarantee an appropriate learning experience for some pupils(p51)

]]> 2017-02-07 01:08:05 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011254 "'They mark it wrong because the just go by the key'... This is a strong criticism from a sixth grade pupil." https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011280 pg 53 Trent

]]> 2017-02-07 01:08:18 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011280 Jill https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011329 An aim of teaching mathematics is to "enjoy mathematics and to appreciate its power and beauty" (pg. 56). ]]> 2017-02-07 01:08:52 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011329 But the key only has one right answer, whereas he knows that the answer can be expressed in different ways. This allows him to believe that all his answers are correct "no matter what the key says." https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011338 Angie Pg. 53

]]> 2017-02-07 01:08:55 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011338 What is obviously missing in Benny's and many other cases is any real coordination of the two ways of using cognitive structures in arithmetic. (p.58) Thomas thomasm20 https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011341 2017-02-07 01:08:57 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011341 Jet https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011376 ...future remedial work should include a wide variety of enrichment material...p. 57]]> 2017-02-07 01:09:22 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011376 Rachel chemile https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011387 p. 54
Benny regards operations as merely rules.  What are operations?]]> 2017-02-07 01:09:31 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011387 Benny's case indicates that a "mastery of content and skill" does not imply understanding. Jenny jnehring2002 https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011400 2017-02-07 01:09:40 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011400 Derrick https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011452 Benny's view about rules and answers reveals how he learns mathematics. Mathematics consists of different rules for different types of problems. These rules have all been invented. But they work like magic because the answers one gets from applying these rules can be expressed in different ways, "which we think they're different but really they're the same." Therefore, mathematics is not a rational and logical subject in which one has to reason, analyze, seek relationships, make generalizations, and verify answers. His purpose in learning mathematics is to discover the rules and to use them to solve problems. There is only one rule for each type of problem, and he does not consider the possibility that there could be other ways of solving the same problem. Since the rules have already been invented, changing a rule was wrong because the answer "would come out different." p. 54]]> 2017-02-07 01:10:14 UTC https://padlet.com/jnehring2002/s9e9przi8ka9/wish/152011452