Comments on: The Other Camp http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/ Thoughts while learning. Sat, 11 Jul 2009 00:46:51 +0000 http://wordpress.com/ hourly 1 By: brad http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-1138 brad Thu, 11 Jan 2007 00:19:48 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-1138 I found one Middle Eastern Belly Dance book store by Aziza Sa\'id I found one Middle Eastern Belly Dance book store by Aziza Sa\’id

]]> By: Jodelle Magner http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-161 Jodelle Magner Thu, 20 Jul 2006 18:44:35 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-161 I too took calculus twice, and had similar thoughts the second time around. I wonder how many other math educators out there, have simialr experiences? I too took calculus twice, and had similar thoughts the second time around. I wonder how many other math educators out there, have simialr experiences?

]]> By: Simeon Pilgrim http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-32 Simeon Pilgrim Mon, 27 Feb 2006 03:02:49 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-32 "The teacher writes her notes that she will receive no credit for this work without showing the steps. " That statement reminds me of my math teacher only giving me 1/3 marks (where all answers where correct), because she had shown us how to do it with the working. I had an argument in class with her, due to the test not stating "show all working". I now see the value, but took exception to her assuming people would follow her steps as that was the only way she had shown. P.S. I'm absolutely sorry to hear of the lose of your child. “The teacher writes her notes that she will receive no credit for this work without showing the steps. ”

That statement reminds me of my math teacher only giving me 1/3 marks (where all answers where correct), because she had shown us how to do it with the working.

I had an argument in class with her, due to the test not stating “show all working”. I now see the value, but took exception to her assuming people would follow her steps as that was the only way she had shown.

P.S. I’m absolutely sorry to hear of the lose of your child.

]]> By: μεταcole » Blog Archive » Feeling Mathematics http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-31 μεταcole » Blog Archive » Feeling Mathematics Mon, 27 Feb 2006 02:15:55 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-31 [...] I came across this from an interesting blog on teaching Calculus (the Other Camp): There are people who have taken Calculus one or more times and still don’t have a feel for what it is they know. They can solve specific problems in context. They have learned which word problems are like which of the completely solved examples in their text. They know how to curve sketch because the rule says that if in this region the curve has a positive first derivative and a negative second derivative then the curve must look like this. [...] [...] I came across this from an interesting blog on teaching Calculus (the Other Camp): There are people who have taken Calculus one or more times and still don’t have a feel for what it is they know. They can solve specific problems in context. They have learned which word problems are like which of the completely solved examples in their text. They know how to curve sketch because the rule says that if in this region the curve has a positive first derivative and a negative second derivative then the curve must look like this. [...]

]]> By: Michael http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-29 Michael Sun, 26 Feb 2006 21:00:46 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-29 Dan - My excitement for the book you propose is tempered by the news of your loss. In my time as a father I have watched two men very close to me put their children to rest. It was hard enough to sense their pain and grief -- I can't imagine how this affects you. I'll keep a thought for you and your family as you work through this. I have thought about helping my own children understand what really goes on in math. I've sat down at the kitchen table and tried to say a few things about integral and derivative calculus to my son, and got a huge charge when he started asking questions. What I don't have is enough background or practice, however, to take them much further. Most of what I learned about math seemed to be in spite of my college faculty, and I ultimately focussed on other things. The idea of this book thrills me. I would love to help in any capacity you might need. Please feel free to contact me if you could use an ear, a manuscript reviewer (I'm a decent editor/writer), or what. Take care. Dan -

My excitement for the book you propose is tempered by the news of your loss. In my time as a father I have watched two men very close to me put their children to rest. It was hard enough to sense their pain and grief — I can’t imagine how this affects you. I’ll keep a thought for you and your family as you work through this.

I have thought about helping my own children understand what really goes on in math. I’ve sat down at the kitchen table and tried to say a few things about integral and derivative calculus to my son, and got a huge charge when he started asking questions.

What I don’t have is enough background or practice, however, to take them much further. Most of what I learned about math seemed to be in spite of my college faculty, and I ultimately focussed on other things.

The idea of this book thrills me. I would love to help in any capacity you might need. Please feel free to contact me if you could use an ear, a manuscript reviewer (I’m a decent editor/writer), or what.

Take care.

]]> By: {Bücher,Unterwegs,Rechner-Basteln,Kochen,…} » Blog Archive » Mathematik lehren, mal anders http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-10 {Bücher,Unterwegs,Rechner-Basteln,Kochen,…} » Blog Archive » Mathematik lehren, mal anders Thu, 23 Feb 2006 11:05:29 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-10 [...] Bisher hat das Blog erst 6 Einträge, aber ich hatte schon ein echtes “cool—so hab ich das noch nie gesehen”-Erlebnis beim Lesen: Gleichungen umformen ist eine Art Refactoring. [...] [...] Bisher hat das Blog erst 6 Einträge, aber ich hatte schon ein echtes “cool—so hab ich das noch nie gesehen”-Erlebnis beim Lesen: Gleichungen umformen ist eine Art Refactoring. [...]

]]> By: Steve http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-8 Steve Thu, 23 Feb 2006 04:44:00 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-8 x + 12 = 30 x + 12 - 12 = 30 - 12 x = 30 Am I missing something? Shouldn't x = 18? x + 12 = 30
x + 12 – 12 = 30 – 12
x = 30

Am I missing something? Shouldn’t x = 18?

]]> By: Brian J. Geiger http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-5 Brian J. Geiger Wed, 22 Feb 2006 20:30:39 +0000 http://extremeteaching.wordpress.com/2006/02/22/the-other-camp/#comment-5 One tricky part of learning to 'think' calculus is the classroom model. Any examples you learn in a classroom are going to be felt to be fake or specific, just because of the context. If you show rate of change problem in physics, people will learn that particular example. If you make up something more creative, people may think it's too farfetched. The things I understood best from physics were when a friend of mine and I would chat about various things completely unrelated to schoolwork, and he would mention an application of calculus to solve that particular problem. At that point, it opens the blinds, so to speak, and shows what that technique is capable of. If students could work on problems independently of class, trying several ways to find a solution, then learn the calculus way of doing it, then it might help. But that sort of thing wouldn't really work as part of the calculus learning process proper, because of the contextual issues mentioned above. The trick is to separate the context from the calculus, in order to make its real-world usefulness more obvious. If I, you know, am making any sense. One tricky part of learning to ‘think’ calculus is the classroom model. Any examples you learn in a classroom are going to be felt to be fake or specific, just because of the context. If you show rate of change problem in physics, people will learn that particular example. If you make up something more creative, people may think it’s too farfetched.

The things I understood best from physics were when a friend of mine and I would chat about various things completely unrelated to schoolwork, and he would mention an application of calculus to solve that particular problem. At that point, it opens the blinds, so to speak, and shows what that technique is capable of.

If students could work on problems independently of class, trying several ways to find a solution, then learn the calculus way of doing it, then it might help. But that sort of thing wouldn’t really work as part of the calculus learning process proper, because of the contextual issues mentioned above. The trick is to separate the context from the calculus, in order to make its real-world usefulness more obvious.

If I, you know, am making any sense.

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