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« Effective Instruction Requires Logically Faultless Communication | Main | »

Saturday, October 30, 2004

Comments

slimedog

Wow, that was quick! Good math stuff at U of Oregon and CMU. I think you just saved me several weeks of research and reading on math instructional design. I've got a passel of lectures to rewrite! With luck, I can put this stuff to use quick enough to make an immediate difference.

Background: I teach an upper division statistics course for EE students at a university in Texas. It's common knowledge in my department that our EE students have miserable math skills. This means we spend more time teaching math than statistics, and we "time out" before we can cover the more sophisticated statistical ideas that EEs need. A big part of this is that we rediscover the problem every semester, hoping that it had cured itself with the next cohort of students--fat chance. But another part is that we think we're teaching statistics, when we really need to be teaching math (with statistical applications). So that's what I'm fixin' to do.

My class bombed their mid-term week before last, and I've already restructured some of my lectures and homeworks. The latest homework set (day before yesterday) shows a big improvement, but I was winging it. Now I have a concise model to follow (at the U of O link), so maybe--please, Lord--I can squeeze out even more improvements. I'll keep you posted.

Thanks again for the links. Keep stirring the pot.

Zippy The Pinhead

The link which is supposed to lead to "A critique of constructivism applied to math instruction. John Anderson and others" is wrong.

Zippy The Pinhead

For the big picture in the math arena, people can see:

http://math.berkeley.edu/~wu/reform3.pdf

http://www.coreknowledge.org/CKproto2/about/articles/CAStBrd.htm

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