tag:blogger.com,1999:blog-3071719252136968205.post8020444487805126374..comments2024-03-19T01:01:56.845-07:00Comments on Following Learning: Liping MaSimon Gregghttp://www.blogger.com/profile/07751362728185120933noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-3071719252136968205.post-74345486290260854182016-05-14T02:37:34.613-07:002016-05-14T02:37:34.613-07:00Yes, Sonya! - wouldn't that be great if teache...Yes, Sonya! - wouldn't that be great if teachers used Gattegno's ideas with Cuisenaire rods to give children an early deep and thorough understanding - that allows for play and encourages student questioning and theorising!<br /><br />And alongside that - lots of Wow!<br /><br />Like this I just saw - Eugenia Cheng making millefeuille - https://youtu.be/mA402F5K47o<br />Simon Gregghttps://www.blogger.com/profile/07751362728185120933noreply@blogger.comtag:blogger.com,1999:blog-3071719252136968205.post-52945316998502679172016-05-13T09:41:14.017-07:002016-05-13T09:41:14.017-07:00It's a great book a colleague gave me. It insp...It's a great book a colleague gave me. It inspired me to run with the 1 3/4 divided by 1/2 conversations. I brought 2 apples to class. I said 1/2 an apple is 1 serving so how many servings in 2 apples? Then I cut the 2 apples into halves to confirm their answer. I then took 1 serving, cut it in half, and ate it. I asked how many servings do I now have? It was a great discussion. Have to revisit that one. <br /><br />It's amazing how many different ways they see division of fractions. Mr. Joycehttps://www.blogger.com/profile/01906053484471665335noreply@blogger.comtag:blogger.com,1999:blog-3071719252136968205.post-41777628488599340652016-05-11T14:11:19.350-07:002016-05-11T14:11:19.350-07:00I've been reading Lipping Ma off and on for th...I've been reading Lipping Ma off and on for the last year. Gattegno saw these issues way back in the 1960's. His material "fixes" all of the presenting problems and provides the narrow but deep understanding we seem to be looking for. As far as how we deepen our understanding, I might suggest putting the wow back into math. Students don't want practical, every day calculations ad nauseum. I suspect neither do teachers. Math has a beautiful, shocking, wow factor to it. Somehow we miss that in elementary education as we seem to be caught up with creating quick calculators. I propose we put the wow back in. I never have the desire to study deeply things I find boring. Sonya Posthttp://www.arithmophobianomore.comnoreply@blogger.com