![]() We teach math to enrich the lives of our students in a way akin to reading poetry or composing music Like any great symphony, mathematics represents a pinnacle of human creativity. ![]() But the students who learned through the slower, in-depth approach earned higher grades in their college classes. The students who “sprinted” ended up scoring higher on the standardized test due to covering more material. There was a study published recently in Science Education (2009) that made a comparison between teachers who “sprinted” to cover all of the standards with teachers who slowed down and went deeper into the material. It is unfortunate that this doesn’t happen, but I would be kidding myself if I thought these were genuine student concerns within the realm of what we call “life.” I think it is time for us as teachers to be honest about what we teach, and to question why every student needs to know the entire breadth of standards associated with a particular subject. The fact is that nobody has ever come up to me on the street and asked for help with factoring, or called me late at night, unable to sleep, because they were curious as to why the square root of two is an irrational number. Nobody has ever come up to me on the street and asked for help with factoring, or called me late at night, unable to sleep, because they were curious as to why the square root of two is an irrational number. Almost all of us have at some point taught something that was completely irrelevant to the lives of our students. ![]() I can imagine this statement being said, in some fashion, within the vast majority of high school math classrooms across our seemingly broken educational system. “Everyone, open your books to chapter 7 section 2 as we will be learning how to factor degree 3 polynomials.” ~ A guest post written by Dave Stahnke ~ High Tech High Media Arts ~ Illuminated Mathematics: Website| Project intro| Research Topics| Final Rubrics Projects developed into an array of math abstractions and celebrations in the mediums of sound, video, animation, photography and interactive installation. The event was hosted at the Sushi Performance and Visual Art Center on December 16th, 2010. The goal was to promote math awareness through art, media and design. ![]() Students in Margaret Noble’s digital art class and David Stahnke’s math class were asked to find the beauty, humanity and intrigue behind math in history, philosophy and the applied arts. The winners in ”Knowledge Building and Critical Thinking” were High Tech High’s Margaret Noble and David Stahnke. “Illuminated Mathematics” is a curated multimedia exhibition produced by the 12th grade class of 2011. Eighteen recipients of the Global Forum Educator Awards were announced at the event. This year’s winners were selected from more than 115 projects, narrowed from more than 200,000 applicants. More than 700 teachers, school leaders, education leaders, and government officials from more than 70 countries attended this year’s 2011 Partners in Learning Global Forum – an action-packed week of education workshops, inspiring networking events, awards, and announcements by Microsoft. The focal point of that project is a new art display in the school's second-floor hallway where Striker has posted prints of favorite artworks alongside banners that hail the mathematical concept each illustrates.įor instance, an Andy Warhol painting of the pop artist's image reproduced in various color schemes on a calendar-like grid illustrates the concept of an "array," which is used at the school to teach to multiplication and division.I recently blogged from the 2011 US Innovative Education Forum (IEF) sponsored by Microsoft Partners in Learning. This is part of a series of IEF guest posts. So when Cos Cob's principal, Kimberly Beck, recently handed her a copy of the school's math curriculum and pointed out how much it overlapped with her art lessons, Striker was at first incredulous. And as an art teacher, math has long been among the furthest topics from her mind. Cos Cob School art teacher Susan Striker has always considered herself "math phobic."Īs a grade-school student, Striker hated having to go to math class, detested the homework and dreaded the quizzes. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |