tag:blogger.com,1999:blog-5957896812820341397.post7264463148390291964..comments2024-01-14T18:14:23.866-08:00Comments on Delta Scape: How can we communicate our thinking?delta_dchttp://www.blogger.com/profile/18024582157985654525noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5957896812820341397.post-12079174903288866932011-06-16T06:32:36.480-07:002011-06-16T06:32:36.480-07:00Mylène,
Thank you for your thoughtful comments.
...Mylène,<br /><br />Thank you for your thoughtful comments.<br /><br />I agree that the figure needs more work/thought. There are overlaps and distinctions that need to be made. I began working with a venn Diagram but had some of the same questions as you. Let's keep thinking about this.<br /><br />Your point about using "pretending" is interesting. I thought the same thing until my colleagues started having success using it with their students in college math classes. Maybe we all need permission to pretend.<br /><br />I hadn't though about the "recount" terminology in that way {smiling}.<br /><br />Peace,<br />Davedelta_dchttps://www.blogger.com/profile/18024582157985654525noreply@blogger.comtag:blogger.com,1999:blog-5957896812820341397.post-25631619693739462522011-06-15T10:13:25.778-07:002011-06-15T10:13:25.778-07:00This is really interesting, David. Hope you will ...This is really interesting, David. Hope you will keep writing about it. I've been thinking a lot about the connection between reading and math, and it seems to me that "questions" and "inferring" and especially "monitoring" belong in both boxes. Should we be distinguishing between "Mental images" and "visualizing"? Or should we be emphasizing the similarities? I can think of reasons for both. Is "estimation" really a kind of "inferring"? I've been influenced here by the <a href="http://www.criticalthinking.org/" rel="nofollow">Foundation for Critical Thinking</a>, which helped me make my thoughts more concrete. They use a framework that applies one set of mental habits to a wide variety of disciplines, and I found it persuasive. <br /><br />I like your point about "pretending." I'm starting to realize that my students tend to avoid inferring because the consequences of being wrong seem too high. An interesting corollary is that, if I push them to infer, they seem to treat their inference as if they now have to defend it to the death. Sort of "in for a penny, in for a pound." This makes it very hard on them when they find evidence against their idea -- almost a personal affront. It also seems to dissuade them from looking for contradictory evidence. I'm looking for ways to encourage the concept of "tentativeness" -- the idea that formulating an idea is not the same as committing to it. That you can formulate an idea and hold it at arm's length, gathering evidence both for and against. That it is not an expression of your identity, so that if you decide to abandon it, it doesn't feel like you're carving a piece out of your self-worth! I don't think that "pretend" would work for my group of adult learners, but I need to find something in the same vein.<br /><br />I appreciate what you're saying about modelling your thinking. I'm continually underestimating how much modelling my students need, and how much they benefit from it. I don't think I would use the word "recount" though, since every time I read it I have to reorient my brain, which has started thinking about election recounts.Anonymousnoreply@blogger.com