1. Yes 2. No. 3. Really rough 4. There is such a thing as standard J; the other, not so much. 5. They should learn. 6. The basic paradox of education - see Plato's "Symposium". 7. See http://www.toolsofthemind.org/philosophy/vygotskian-approach/ : "until children learn to use mental tools, their learning is largely controlled by the environment.... After children master mental tools, they become in charge of their own learning..." 8. Probably too difficult. 9. Tablets? Small devices with large keyboards? 10. Maybe 6th grade or so? 11. The J wiki and forums. 12. Availability of good, ready-made materials. 13. Yes. 14. The web, the many books by Henry Rich, Howard Peelle, Roger Stokes, etc. 15. Yes. 16. Maybe, or maybe not: see http://retractionwatch.com/2014/07/18/the-camel-doesnt-have-two-humps-programming-aptitude-test-canned-for-overzealous-conclusion/ - especially the comments. 17. Some people prefer geometry, others algebra, but most don't like math. 18. It couldn't hurt. 19. Wasting time and resources on something with follow-up...
On Tue, Sep 2, 2014 at 11:23 PM, robert therriault <[email protected]> wrote: > Hi Lawrence, > > I think that J's ability to be an executable notation gives is a big > advantage in a classroom that is organized around exploring Math rather > than teaching it. Dan Meyers has done a lot of work around the idea of > having the students come up with math questions to explore rather than > having the teacher ask them. This demands a lot of a teacher because it is > a lot like improvisation, working with a suggestion rather than directing > the entire process. My guess is that classrooms that could adapt to this > style would be found at either end of the achievement spectrum. High > achievers would find the process exhilarating and those that are challenged > by math may be more comfortable when they can interact with the ideas and > not be marched through the curriculum. > > For Dan Meyers approach you can take a look at his blog. > http://blog.mrmeyer.com > > Hope this helps. > > Cheers, bob > > On Sep 2, 2014, at 6:54 PM, [email protected] wrote: > > > > > 2014.08.08, 09.02 > > 2014.shs.j.for k to G12.topics.0808 > > [email protected] > > > > “J for K to G12” > > > > I am interested in collecting ideas, opinions (pro- and con-), and > suggestions concerning instruction in J from Kindergarten to G12. Sample > topics are listed below and should be extended as needed. After a period > of time the discussion will be summarized. > > > > 1. Should J be taught in K-G12 in math (and science)? > > > > 2. If not J, is there a better language? > > > > 3. Is J the rough equivalent of a foreign language, given its analogy > with English grammar? > > > > 4. Both standard math notation and J notation would have to be taught. > > > > 5. It has been stated there are few K-G12 teachers who know about J or > who are able to teach J. > > > > 6. Given the strengths of J for mathematics and its English analogy, why > is there not more interest in implementing J in K-G12 and what will it take? > > > > 7. With the inconsistencies in standard math notation, is J likely to > improve a student’s understanding by learning two notations, and having a > comparison and contrast? > > > > 8. Should controlled studies be done to test the utility of J compared > to standard math only? Perhaps such studies have already been done. > > > > 9. Which computing devices are best for K-G12 and which versions of J > are best or required? > > > > 10. What grade is the best to begin teaching J? (If the foreign > language analogy is true, then the earlier the better would be the rule.) > > > > 11. Which resources for J should be used by the teachers and which for > the students to accompany whichever standard texts are being used? > > > > 12. How should elementary school teachers be convinced to use J? > > > > 13. Should students be allowed to use J when taking tests? If so, would > that imply two computing devices if they were taking CCC tests (Common Core > Curriculum), which will probably require students use a computer to take > these tests? > > > > 14. Where (how) should K-G12 teachers obtain their instruction in J? > > > > 15. With the U.S.’s rank of 22 of 28 on the PISA (Program for > International Student Assessment) test in mathematics there is clearly a > need for change and improvement in performance. > > > > 16. Are all students likely to benefit from instruction in J or are only > certain students? Or could it be J could have a negative effect in > learning math for some students in K-G12? > > > > 17. What subjects and areas of math are likely to interest K-G12 > students? > > > > 18. Would J enable a major improvement in math performance in K-G12? > > > > 19. What are the arguments against teaching J in elementary school? > > > > 20… > > > > Lawrence Taylor > > > > > > > > ---------------------------------------------------------------------- > > For information about J forums see http://www.jsoftware.com/forums.htm > > ---------------------------------------------------------------------- > For information about J forums see http://www.jsoftware.com/forums.htm > -- Devon McCormick, CFA ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
