- Do the point Wolfram makes relate to just math, or does the message of his talk apply across subjects?
Wolfram makes some very valid points with regard to learning and application. I feel that his ideals are cross-discipline appropriate. His 4 modes of mathematics process: Right question, real world, computation and math formulation apply to all subjects if computation is replaced with subject-based equivalents. For example, in History it would be: Right question, real world, critical understanding and solution formulation. Unfortunately, in other subjects the computer cannot necessarily perform the critical understanding that is derived from working with historical data the way it can calculating math. A large part of understanding is derived directly from this third step. Wolfram's ideal of allowing the computer to do the work of a single set of calculations, no matter how simple or complex, would save plenty of time when dealing with a single issue. However, in an educational environment real and solid understanding of mathematical principals is derived from practicing large numbers of computational problems.
I agree that students need work that is more centered in the real world and that math is more interesting, engaging and authentically learned when students can see how the computations apply directly or indirectly to these real-world scenarios. Wolfram argues that 80% of classwork is spent doing hand computation. There needs to be balance between computation and application. Students would not be able to ask "When will I ever use this" if they spent a larger percentage of class time applying their computations to authentic problems. These issues that are connected to their actual lives would not only engage students but would secure computational knowledge by attaching the calculated math to their memories through problem-based learning.
- How could you use Wolfram's talk when working with teachers?
Teachers often spend far too much time working out of an instructionist model. They distribute to students a fixed methodology for attaining results and grades. The students that rise to the top are not those that are actually learning but instead those that are best at following direction. Too often this stifles and prevents real creativity. Wolfram's ideals of authentic learning through real-world problems foster learning through experimentation and creativity. This type of learning is best performed under a constructionist model of education in which student-centered classrooms approach learning with an open-concept that learning takes place through innovation and creativity and allows students to create new understandings as the teacher facilitates the learning process.
Resource:
http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html
Resource:
http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html
Windie, I agree with your comment that kids need to see the real world applications of math. I never got into math in school, in fact, although I was in the advanced track in high school, I never went beyond Algebra 2, avoided trig and calculus. But when I went into the world of work, I began using Excel to track financial data and I finally acquired a love of math. I think Excel is a good tool that could be used in math class to teach equations and math rules. Computation of problems is not required, but understanding of the concepts is. As adults, many use tip calculators to figure out how much to tip the waiter in a restaurant, instead of hand calculating. But it is also good to know how to estimate, as Wolfram says. I think instead of using worksheets and writing out problems, there are many math game apps available for students to learn the facts. I even found an app that teaches long division and other basics as well as practice in computer game format called Mathemagica. Or Numbler, which is like Scrabble only you have to enter math equations, great for basic comp practice.
ReplyDeleteGreat tools! I have always loved math and don't understand why some people hate it so much other than the rules on how to do the processes keeps changing. I too love Excel!! I have used it for years and love every bit of it. It is so easy to plug in the formulas and make changes to the data and everything is done for you. I am not a huge fan of worksheets and can't stand it when that is all I see teachers handing out or using the White Boards as just another form of computerized worksheet. When I mention it I get "Well I am using technology!" That gets under my skin more than anything. Yeah it's technology but not implemented properly. Maybe one day everyone will be on the same page and the educational process will run more smoothly and the students will not be confused or bored from one classroom to another.
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