Timeline for How to balance short-term learning outcomes with long-term goals and ethical considerations
Current License: CC BY-SA 3.0
17 events
| when toggle format | what | by | license | comment | |
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| Jun 30, 2014 at 19:06 | answer | added | mweiss | timeline score: 1 | |
| Jun 30, 2014 at 3:07 | comment | added | user173 | @LoopSpace, lots of ethical issues arise more in math ed than elsewhere. E.g.: how to make students physically comfortable at the blackboard, how to balance teaching for further mathematics studying vs teaching so they do well on standardized tests, how to make girls comfortable given the lack of presentation of women in math textbooks, etc. | |
| Jun 30, 2014 at 2:41 | answer | added | user173 | timeline score: 0 | |
| Jun 22, 2014 at 2:31 | comment | added | James S. Cook | This question strikes at an issue which needs a lot more attention. Is the outcome more important than the method? Long term discipline is easy to trade for short term joy. | |
| Jun 21, 2014 at 20:11 | history | edited | quid |
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| May 23, 2014 at 11:01 | comment | added | Andrew Stacey | @user11235 I asked for clarification as to how this issue relates to mathematics education as opposed to general education to keep it within the goals of the site. As this appears to have offended you, I shall make no further comment. | |
| May 23, 2014 at 10:49 | comment | added | user11235 | @AndrewStacey I congratulate that you are so well-educated and experienced that you know how this issue affects different fields in education. I do not, so I am only interested in treatments that discuss this in relation to mathematics and the recent tendencies to teach and test it more and more short-term. If you are so well-educuated that you can show that this issue is the same for all fields, then by all means, please educate us on this issue and cite relevant books or other ressources. | |
| May 23, 2014 at 6:33 | comment | added | Andrew Stacey | Can you clarify the relationship of this question to the teaching of mathematics, please. I'm not aware of any particularly ethical considerations in teaching maths so would like to know of them. | |
| May 23, 2014 at 5:34 | answer | added | Dan Goldner | timeline score: 4 | |
| May 1, 2014 at 8:54 | comment | added | vonbrand | @Shai, excellent reference. Thanks! | |
| Apr 30, 2014 at 0:18 | comment | added | Shai | I think that Skemp's great article gives a great general idea of how "teaching focussed on measurable short-term goals does not [necessarily] provide the best long-term outcomes". In my experience, rote-learning is used in UK secondary schools for short-term, performance-boosting results which isn't an effective way to learn mathematics in the long run. Skemp doesn't provide any statistics but his 1972 book does, and is an excellent read. | |
| Apr 28, 2014 at 19:23 | comment | added | Mark Fantini | Thank you for the references! | |
| Apr 28, 2014 at 15:32 | comment | added | user11235 | en.wikipedia.org/wiki/The_Wave_%282008_film%29 Here is a link to the film site, because the novel wikipedia site seems to be corrupted. | |
| Apr 28, 2014 at 15:32 | comment | added | user11235 | In the novel The Wave, a history teacher tries to teach his students how the Nazis could have established their dominance by introducing them to Nazi-style discipline: A common slogan, military-style discipline for addressing the teacher, standing up, chanting together, etc. The experiment goes much "better" than planned in the sense that many students like to be part of a movement that looks down on others and do not deviate from this opinion after being told about the experiment. | |
| Apr 28, 2014 at 15:28 | comment | added | user11235 | For the clicker/peer-pressure discussion see the comments on the question matheducators.stackexchange.com/questions/1940/… | |
| Apr 28, 2014 at 1:38 | comment | added | Mark Fantini | Mind if I ask what you have in mind as peer-pressure they will be encountering and if possible to give an example mentioned in said novel? | |
| Apr 27, 2014 at 14:55 | history | asked | user11235 | CC BY-SA 3.0 |