The following 112-page book and an accompanying video are available free on the Web.
National Academy Press (2009). A New Biology for the 21st Century. Retrieved 1/8/2011 from http://www.nap.edu/catalog/12764.html.
This IAE Blog entry is a follow-up to my previous entry on December 29, 2010 (http://i-a-e.org/iae-blog/a-technology-developmental-line-and-applications-to-math-education.html). The entry discussed the book:
Carlson, R.H. (2010). Biology is technology: The promise, peril, and new business of engineering life. MA: Harvard.
Recently I have been reading the following book:
Carlson, Robert H. (2010). Biology is technology: The promise, peril, and new business of engineering life. Cambridge, MA: Harvard University Press.
This is my third IAE Blog entry addressing what I consider to be a serious weakness in our math educational system. The problem situation is that many teachers and students think that the educational goal in math word problems is to learn to “get the answer.”
This is in marked contrast to having a goal of using word problems as a vehicle to learning math with understanding and in a manner that transfers to math-related problem situations one will encounter in the future.
As a child I learned about training in the context of training factory workers and other people to do particular jobs, and I learned about education as broad preparation to deal with a wide range of different situations at a “higher, professional” level. My mental picture was one of training having immediate, specific utility, and of education being more general and more future oriented.
I encountered training versus education when I taught numerical analysis to undergraduate engineering majors. Many wanted to be trained, rather than educated. I next encountered training versus education when I became the first head of the Computer Science Department at the University of Oregon. It seemed to me that many of our students wanted training in various computer programming languages rather than education in Computer and Information Science. In the latter, the emphasis is on posing, representing, and solving problems, and on the underlying theory (science).