Jim, I completely agree. I'll go one step farther - examples need to be realistic in some areas of math, particularly statistics and probability. Which begs the question "realistic for who?" suggesting the need for multiple examples with different contexts. We had a recent discussion on the MathGloss (designed for learners aged 5-18) talk page about this need. It's the examples and, I would add, the tips for creation or interpretation that will be essential elements going into the next phase of design for math learning resources.
I also agree that what needs to be learned in math is changing. IMO, aspects of algebra II are becoming outdated (e.g., all of the rules and methods for factoring complex polynomials). Over the last 10 years, there's been much talk (and some action) on including statistics and probability as courses in secondary school in the US. For example, I recently went looking for a pie chart to include as an example. Of all of the freely-available images of pie charts that I looked at I think only one was constructed to my satisfaction. I ended up making my own. OK, so can you tell that my background is in data analysis and statistics? If you are nterested in making this vision of math learning resources a reality, join us on the WikiEducator MathGloss project. Hope to see you there, Alison Snieckus, WE user: ASnieckus On Tue, Feb 10, 2009 at 1:28 PM, jkelly952 <[email protected]> wrote: > > While one can appreciate the time and effort that goes into collecting > information from Wikipedia to develop the mathematics pages which are > in SCHOOL-WIKIPEDIA.ORG , I hope that WikiEducator will not follow the > same path. Only machines learn from definitions; human beings need > examples (sometimes a lot!) to learn. For example "I am the cat" and > the opposite is "I am not the cat". Does more to create the > foundation for understanding the term "negation"; than "Negation is > the process that turns an affirmative statement into its opposite". > Beginning and developing conceptualization of terms and ideas is what > primary and to some extent secondary school learning is all about. > Everyday situations generalized to become definitions is what learning > is about at these levels. > > To help nations develop their own mathematics programs WikiEducator > would be wise to go beyond the usual definitions provide by other > Wiki's, and concentrate on providing examples and illustrations. This > way educational leaders can select terms and ideas that meet their > nation's needs for mathematics. And strangely even in the so called > "mathematically rich nations" with their multiple mathematical > programs need to have a mechanism so that they can rethink about what > mathematics concepts should continue and what new terms and concepts > should be brought into elementary and secondary schools. The world's > need for mathematics is changing > > Jim Kelly > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "WikiEducator" group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to [email protected] To unsubscribe from this group, send email to [email protected] -~----------~----~----~----~------~----~------~--~---
