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Rescooped by Olatunde Osiyemi from Voices in the Feminine - Digital Delights
onto Mathematics Teachers' Attitudes and their influence to Learners
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Learners Are People, Not Isolated Test-Taking Brains: Why MOOCs Both Work and Fail

Learners Are People, Not Isolated Test-Taking Brains: Why MOOCs Both Work and Fail | Mathematics Teachers' Attitudes and their influence to Learners | Scoop.it
MOOCs are good at certain things and terrible at others, and we need to understand the difference if we wish to educate human beings, not just workers with credentials.

Via Ana Cristina Pratas
Olatunde Osiyemi's insight:

Teachers themselves needed to develop positive experience of the use of mathematics in context. This experience of being mathematically literate themselves in some contexts, would enable them to appreciate the final goal for the subject, of enabling their learners to like mathematics as a subject in these contexts. Loosely, they may begin to know ‘what it feels like’ for learners to do mathematics subject. Teachers should also asked to reflect on their experience of mathematics as a subject ‘in action’ and so begin to develop their own, more formal, conception of what it means to able to influence learners. This would allow learners to develop mathematical understanding based on their experience of the grounding context and motivated by the use of the efficacy of the mathematics in context

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Rescooped by Olatunde Osiyemi from Voices in the Feminine - Digital Delights
Scoop.it!

Learners Are People, Not Isolated Test-Taking Brains: Why MOOCs Both Work and Fail

Learners Are People, Not Isolated Test-Taking Brains: Why MOOCs Both Work and Fail | Mathematics Teachers' Attitudes and their influence to Learners | Scoop.it
MOOCs are good at certain things and terrible at others, and we need to understand the difference if we wish to educate human beings, not just workers with credentials.

Via Ana Cristina Pratas
Olatunde Osiyemi's insight:

Teachers themselves needed to develop positive experience of the use of mathematics in context. This experience of being mathematically literate themselves in some contexts, would enable them to appreciate the final goal for the subject, of enabling their learners to like mathematics as a subject in these contexts. Loosely, they may begin to know ‘what it feels like’ for learners to do mathematics subject. Teachers should also asked to reflect on their experience of mathematics as a subject ‘in action’ and so begin to develop their own, more formal, conception of what it means to able to influence learners. This would allow learners to develop mathematical understanding based on their experience of the grounding context and motivated by the use of the efficacy of the mathematics in context

more...
No comment yet.