By Hedy Moscovici, Penny J. Gilmer, Katherine C. Wieseman
Dr. Hedy Moscovici's existence on 3 continents and her conflict with ovarian melanoma formed the original co-learning and participative management viewpoint on technology and arithmetic schooling shared during this e-book. this article has a number of audiences - potential and training academics eager to encourage their scholars to benefit, technology and arithmetic educators mentoring academics to develop into transformative intellectuals and significant pedagogues, mom and dad attracted to their kid's development, and policymakers and public wishing to deepen their figuring out approximately studying quite often and academic matters in technological know-how and arithmetic. mottos, "I cannot research from you if you cannot research from me" and "to educate is to benefit twice," summarize the essence of her message. The highlight is at the severe interdependence of things, in particular human skill to build realizing; necessity of disequilibrium to spark neural rewiring; cognition-emotion (pleasure vs. ache, even technology or math phobia) connections; sociocultural context; trouble created through the absence of a essentially reliable "learning meter" for a society valuing aim size of caliber of studying; human relationships sustained via 3 R's (rights, tasks, respect); and, heightened expertise of strength relationships resulting in a spirit of collaboration, popularity of every individual's strengths and services; and significant pedagogy.
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Extra resources for Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!
Teacher/self/peer assessment: different individuals performing an analysis of learned material. Successful programs use these different perspectives during a reflective session to focus on improving the quality of the experience for all involved. Reflective assessment (Daniels & Bizar, 2005): used as a feedback mechanism for all involved in an effort to improve teaching and learning experiences. Authentic assessment: used to assess understanding and knowledge gained in a real-life situation. Performance assessment: task completion, such as preparing a slide for the microscope or preparing a skit to demonstrate the use of fractions in mathematics.
Bayer. All day long I think about cutting the bread until I figure out a solution cutting the bread halves into three pieces each, and giving two pieces to each of the three neighbors. In first grade I do not know about writing fractions, so I do not translate the 1/6 + 1/6 = 2/6 or, if simplified, 1/3. What I do understand, however, is that cutting it into six equal pieces would allow me to use the half cut and still be able to cut the loaf into three equal pieces. Ms. Bayer had students come to the board, divide the loaf on the board into numerous parts, and show the way in which we solved the problem with all the necessary steps.
With each additional experience, our worldview requires adaptation either reinforcing known patterns (Jean Piaget’s assimilation) or challenging known patterns through disequilibrium and required readdressing and modifying/expanding our personal worldview (Piaget’s accommodation) (Cherry, 2010). Worldview does not evolve in a vacuum. As social beings, we need to acknowledge the human element mediating the processes of making sense of experiences. As we interact with others, we clarify our own positions and expand 14 WORLD VIEW AS A DYNAMIC ENTITY our understanding – we learn and change.