Exciting ideas. Let me share my somewhat related experience. (I didn't particularly use J, though)
In the early 2008, I formed a group called RealEdu, which consisted of three people initially, including me. My background is computer science and engineering, and I picked up cognitive and educational psychology after graduation. Two other people's backgrounds were computer education. I titled the name is our group as RealEdu, since I wanted to search for a realistic education with real value to students. At the time, I was inspired by Bob Moses' Radical Equations. http://www.amazon.com/Radical-Equations-Mississippi-Algebra-Project/dp/0807031275 He was the student of Quine(the famous philosopher and logician). http://en.wikipedia.org/wiki/Willard_Van_Orman_Quine He took Quine's approach to teaching mathematics, along with Dewey, Lewin, Piaget's. It is basically going through the cycle of try -> think -> improve -> practice ->. He elaborated(using Quine's approach) the link between think and improve. It is mathematization of our experience. Students are supposed to use mathematics to do useful things on their experiences. I recommend watching his recent lecture https://www.youtube.com/watch?v=fEYIi1iYFsA I thought computer education should be education(about the world) "through" the computer rather than education "about" the computer. So the material we made for an IT gifted middle school students class(selected from many schools by IQ -- this's ridiculous though) for one year in 2009 was designed as: Doing Maths with Computer : for example, teaching the concept/model of fraction to the computer (through programming), and experimenting with continued fractions. Doing Science with Computer : for example, hypothesizing about the clustering life forms, movements of objects, and then teaching computer about it, and experimenting. Doing Social Studies with Computer : for example, analyzing social issues from newspaper using computer and discussing Doing Korean Language with Computer : for example, comparing and contrasting two works from famour authors using computer and analyzing. Doing Physical Education with Computer : for example, training reflexes of fingers, and moving performances and measuring them with computer and analyzing Doing Music, and Visual Arts with Computer and etc. Our goal at that time was, using computer as an extension of the brain -- as Alan Kay compares a pencil as a tool for extending the brain -- letting the students think deeper, wider, and more variously about their everyday study subjects from their school life, and everyday experiences. On Sun, Aug 3, 2014 at 11:42 PM, Linda Alvord <[email protected]> wrote: > A plan for education: > > > > Tama Traberman, Larry Taylor and I spoke about making changes in education. > Following that I am motivated to develop JTECH. It will envolve the > programming forum to and and mold the ideas that form the foundations of > mathematics education. > > > > So August is preparation for GRADE 1 at J TECH . In September we will > get > ideas that would support the curriculum that is planned for students in > that > grade. October will be plans for GRADE 2 and so forth. > > > > Since I am in the US, I am showing the newly developed :"Core Curriculum > (quite controversial) but at least a starting place. > > > > Grade 1 Overview > > Operations and Algebraic Thinking > > * Represent and solve problems involving addition and subtraction. > * Understand and apply properties of operations and the relationship > between addition and subtraction. > * Add and subtract within 20. > * Work with addition and subtraction equations. > > Number and Operations in Base Ten > > * Extend the counting sequence. > * Understand place value. > * Use place value understanding and properties of operations to add > and subtract. > > Measurement and Data > > * Measure lengths indirectly and by iterating length units. > * Tell and write time. > * Represent and interpret data. > > Geometry > > * Reason with shapes and their attributes. > > Mathematical Practices > > 1. Make sense of problems and persevere in solving them. > > 2. Reason abstractly and quantitatively. > > 3. Construct viable arguments and critique the reasoning of others. > > 4. Model with mathematics. > > 5. Use appropriate tools strategically. > > 6. Attend to precision. > > 7. Look for and make use of structure. > > 8. Look for and express regularity in repeated reasoning. > > > > I will send my plan for August in my next email which should be available > soon. > > > > Linda > > ---------------------------------------------------------------------- > For information about J forums see http://www.jsoftware.com/forums.htm > ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
