Jun 15, 2020
Fractually #dodi_a111 #math_teacher #mathematik https://www.instagram.com/p/CBb9Unblbcp/?igshid=8sv5tnb4cizs
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Fractually #dodi_a111 #math_teacher #mathematik https://www.instagram.com/p/CBb9Unblbcp/?igshid=8sv5tnb4cizs
Misconception 🙄 #dodi_a111 #math_teacher https://www.instagram.com/p/B_qWmzxFy0G/?igshid=yf44b6y4mq18
Larry Ferlazzo writes what may be one of the most important POSTS I've read all year. I like Larry's balanced approach to education, and this post is one more reason why. Memorizing may give you a temporary bump in test scores but it is a long term recipe for disaster - aren't we seeing that now? If you want to understand more, read Larry's post and if you're really interested, pay for the research study behind it which studied 3500 German students over 5 years about their work in math. Larry says "A quick summary is that, though extrinsic motivation and “surface learning” (such as memorization) might result in short-term gains in assessments, they actually hurt long-term (five-year) academic growth. The development of student intrinsic motivation, “deep learning strategies” (requiring “elaboration” and connections to other knowledge — I think that might correspond to the idea of “transfer”), and students feeling that they had more of a sense of control (though this last quality had a less consistent effect — it seemed to depend on grade level) of their learning were the main ingredients necessary for increased academic growth..."