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Innovation
Posted by Chad Green on 11/27/2010
In Reply To:Innovation Posted by Richard Turnock on 11/18/2010
Excellent resource, Richard.
I agree that computers are very useful for modeling math in the real world. However, if we want learners to "feel the math instinctively," as Conrad Wolfram stated in the video, then we must do so in a way that nurtures their natural learning instincts (i.e., playfulness, spontaneity, curiosity, joyfulness) so that anxiety, boredom, and other commonly-associated emotional barriers to learning math (and science) do not take root.
So do learners need a reason to feel what they learn about math and science? Perhaps a more appropriate question is, Just what should learners feel when they're thinking and communicating mathematically and scientifically? Should they feel anything at all? Why should they personally care about these subjects?
Let's be honest: Each of us should be asking and addressing such questions publicly if we wish to revitalize public education policy within our respective communities, states, regions, nations, etc. Until those conversations take place, the learning instincts of the silent majority will continue to be untapped in math and science classrooms across the country (and globally for that matter).
How about integrating more sophisticated instructional technology into classrooms, you say? Isn't that a viable solution? Or how about the learning potential of immersive environments, natural, virtual or otherwise?
Personally, I use Wikipedia and other online tools to construct and hone my re-search questions. I then test the questions through reflexive interactions within online and offline environments (i.e., viewed in their totality as a complete signifier) to see what works and what doesn't in order to determine the next iterative cycle of inquiry. The goal behind all this effort is to turn full spiral because each learning cycle either ends with a more refined question and/or branches out into a completely new knowledge domain.
Thus, I cannot imagine limiting my re-search to a particular subject (e.g., math), location (e.g., classroom), or environment (e.g., virtual) because my sense of creative joy is evinced through reflexive, meaningful interactions within a total environment. This is how I would define system dynamics!
Cheers,
Chad
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