IAE Blog

Information Age Education (IAE) is an Oregon not-for-profit corporation founded by David Moursund in August 2007. The IAE Blog was started in August 2010.

Home and School Environment—and Games—in Math Education of Kids

Recently my close friend and co-author Bob Albrecht shared with me examples of a category of math problem used in some elementary school math classes. We are currently co-authoring a book on the use of games to enhance math education for K-8 students. (Note added 12/2/2012: See Moursund & Albrecht in Reference at the end of this entry for the title and a link to download the book.)

Add to 15: List as many ways as you can to use the numbers 1 through 9 to add up to 15, without repeating any of the numbers in a single equation. If you can, try to list all possible ways.

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What Should We Teach Our Kids about Various Handicapping Conditions?

When I was finishing high school, I took the State of Oregon vocational test. I remember doing quite poorly on the spatial reasoning and manual dexterity parts of the test. I recall that I received a report that suggested I should not plan to take more advanced math courses due to my spatial reasoning level of performance on these tests.

It is interesting to note that I had little trouble in completing a doctorate in math. However, throughout my life I have had considerable trouble finding my way around cities I visit and buildings I enter. In addition, I certainly am “klutzy” when it comes to manual dexterity.

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The Role of Emotion and Skilled Intuition in Learning and Problem Solving

The title of this IAE Blog entry is the same as the title of Chapter 4 in the book Mind, Brain, & Education edited by David Sousa (2010). Quoting from that chapter, authored by Mary Helen Immordino-Yang and Matthias Faeth (2010):

The message from social and affective neuroscience is clear: no longer can we think of learning as separate from or disrupted by emotion, and no longer can we focus solely at the level of the individual student in analyzing effective strategies for classroom instruction.

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Knowing a Little about a Lot and a Lot about a Little

One of my favorite quotes is:

"Try to learn something about everything and everything about something." (Thomas H. Huxley; English writer; 1825–1895.)

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Learning Is Tied to the Situation in Which it Occurs and to Intrinsic Motivation

Situated learning is one of many different learning theories. In brief summary, it says that much learning is quite specific to the situation (activity, context, culture, environment) in which it occurs. See http://www.learning-theories.com/situated-learning-theory-lave.html. Quoting from  http://tip.psychology.org/lave.html:

Other researchers have further developed the theory of situated learning. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge." Brown et al. also emphasize the need for a new epistemology for learning -- one that emphasizes active perception over concepts and representation. Suchman (1988) explores the situated learning framework in the context of artificial intelligence.

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