Академический Документы
Профессиональный Документы
Культура Документы
MIAA 340
Article 1 (Grade 8)
from several strategies or procedures which would result in the desired answer, and
draw inferences or make predictions.
Memory versus comprehension, which would you rather students engage in?
Myself, I would prefer the later because with comprehension tasks students usually
talk about their solutions before actually committing to them. In my classroom there
is normally a consistent hum of talking, I can usually recognize when students are
off task because that hum turns into "outside talk," and I immediately squash the
unnecessary and non contextual talk. I'm consistent, fair, and I promote academia
in every sense of the word, because the processes, whether academic or behavior,
have the greatest long term consequences and effects and are the most difficult to
teach.
What I mean to say, is that somehow through doing their academic work, my
students have learned how to respect themselves, others, and the academic work
itself. I would go out on a limb and say, when my students are ready to leave me
and go on to high school, we will all be better individuals because of our
experiences we have had with each other.
BJ Hemphill
MIAA 340
Article 2 (Grade 8)
When we learn about percent don't we just drop the percent symbol, insert a
decimal point to the right of the number, move two places to the left, drop the
decimal point and multiply by whatever number is in the problem? So, why do so
many students have problems when it comes to percent? The article views percent
as an ubiquitous mathematical concept that requires the explanation of the long
history that the concept of percent is derived from. Dating back to its early roots in
Babylonia to Chinese trading practices and finishing up with it parallel roots in
Greek proportional geometry.
I thought I knew all there was to knowing about percent...until I read this
article. What use to be a simple monetary amount of tax or interest per hundred has
evolved into a function used in conjunction with the Rule of Three, to a non
monetary use as a fraction comparing parts to whole, to a ratio comparison
between difference objects and sets, and finally to a number used for comparison of
data expressed in relative form. It has basically become an expression of
comparison.
Percent has lost some of its glamour, while gaining flexibility, percent lost it
situational comparative sense or "so many of 'this' per hundred of 'that.'" The
comparison of two words (per cent) into one word (percent) and eventually to a
mathematical symbol (%), has resulted in the loss of relationally labeled aspects.