I'm reposting to the new address, just in case. Sorry for the
double message.
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Jack Rotman recently posted a long response to something I posted,
overstating my case to make a point, that a lot of what is passing
for math instruction is now physics or something else.
I enjoyed the response a great deal. I believe it is saying that
we need to teach mathematics in a world in which applications and
technology are important, but the emphasis is on the mathematics.
(Jack - please correct me if I misunderstood.)
That really is where I am, and I suspect many of us are. However,
I confess ignorance as to what exactly that means - and I'm not
writing to offer enlightenment.
Let me posit that one starting point is to teach the old subjects,
but incorporating technology, which may save some time on subjects
like graphing, factoring (write a program which factors trinomials!),
downplay messy manipulation, incorporate concepts from statistics and
data analysis and description. And do some group projects, report
writing, etc. In fact, this is my read on the NCTM and Crossroads
Standards - I don't think I wrote anything original here. Just looking
for an occassional reality check.
And if I'm off base, please post comments.
By the way, changing the subject (chaos theory - a discontinuity),
if you watch the NCTM Mathematics Teacher you do get the impression
that the CBL is being used more and more. I see projects in there
that I once did in a physics class.
Phil Mahler
Middlesex CC
Bedford, MA
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