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Science, Technology and Mathematics
In mathematics, science and technology, rule and pattern based
knowledge for better or worse, expands through the trial and
error discovery or invention of methods with repeatable, reproducible and
hence verifiable results. Some of that knowledge is recorded on
paper and delivered clarified and summarized in school. For
mathematics, science and technology, instruction may report
what has been found, and give students a comprehension of key
skills and concepts and a comprehension of how scientific and
technological knowledge has grown along with the benefits, origins and
limitations of that growth. There are stories to be told and
connections to be reported. Yet lab activity in school, to brief to
confirm or duplicate in full the multigenerational history of a
subjects, serves to introduce equipment and how careful setup and
observation in the development and confirmation of methods in science and
technology led to and may lead to results or evidence that is repeatable
and reproducible. The extent and breadth of science and technology
has to be presented in an authoritative with teachers and textbooks
effectively saying look at the patterns which haven been found or
thought and here is some of the evidence or reasoning which justifies and
links them together.
In science and technology, verification or refutation of an new
assertion in science and technology may comes from observation in
and outside of a lab, with controlled circumstances, repeatable and
reproducible, preferred. In mathematics and mathematical
models, rule and pattern based knowledge begins with assumptions, and
then relative to those assumptions, an statement is considered verified
when and only when the statement is implied by a least one direct or
indirect deductive chain of reason, repeatable and reproducible.
The development of science and technology is just too complex and
nonlinear for student alone to reconstruct. Summaries are required to
give students a practical command of the subject and an awareness of the
benefits, origins and limitations of ideas and methods, so that science
and technology are applied with caution. Not all is certain.
Errors may be introduced in the summary or exposition of ideas. So
vigilance is required and teachers should comment on what can be easily
observed or not by students or people in the street, and what requires
dedicated equipment to verify. Vigilance is also required since
lies or half-truths can be put forward in the guise of statistics,
science and/or technology. Finally, education departments in
support or development of national pride may slant the history of skill
and concept development to create local heroes in place of recognizing
the international nature of development.
In contrast, the development of mathematics can be simpler. The
historical development of mathematics is too complex or contorted for
students to follow, and that development did not appear in a deductive
manner. But students may be offered a self-contained, almost a
historical, thought-based command and comprehension of arithmetic,
algebra and geometry in ways sufficient for practical ends and sufficient
too, if wanted, for the further study of pure mathematics .
Further Readings: For more reflections on the benefits,
origins and limitations of rule and pattern based methods or processes
in thought and deed, see Volume 1A, Pattern Based Reason. The latter
provides background information but not a remedy for the above
difficulties.
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Teachers & Tutors: Site pages offer better or best practices for providing skills -
simpler than expected & comprehensive but for exercises. For your charges, your duty is to study them alone or in
groups and develop skill building exercises & activities to share. Start now. The effort here is the best I can do.
Others are welcome to refine or exceed it. Please do.
Secondary
Mathematics for Ages 11+, A Practical Approach for home-tutoring or -schooling, or for schools & colleges
with local curriculum control. Study how to include site content - its skill development how-TOs and innovations
into present or future lesson plans - some reading required.
Road
Safety Messages and Questions: When and why should you face
traffic when walking along a road or cycle path? Is it a good
idea to hang limbs outside of cars etc? What gives more
protection in a crash: a car, motorbike or bicycle?
See too, the BBC-Belgium story Texting and
Driving - texting & the impossible test - the article links to a gruesome utube video on the subject
The Logic of Injustice:
How Texas sent
an innocent man to his death - The wrong Carlos. Some judgments are irreversible. Procescution: Where and when prosectors play to win rather than for
justice, guilt beyond a reasonable doubt goes unrespected due to prosecutors who putting winning
first, those innocence before the law may be convicted. Some procescutors offices in continuing to accuse after a pardon
due to reasonable doubt or innocent being shown, may sucessfully oppose compensaton for false convictions
by asserting a pardon individual is still under suspicion. Then the pardoned individual or the latter's estate
is not compensation for years or decade
of improper or false imprisonment, or for execution. Site chapters on Logic
and some in Pattern
Based Reason may slowly lead to greater precision in reading, applying and
writing laws.
May 2012, Composition Starting:
Pre-School and Primary Mathematics - Quantitative Skills, An
Intellectual View, Feedback Welcome:
The 8 Most Popular Site Inlinks
Parent Center: Help your child or teen
learn:
Parent-friendly
Work Booklets for ages 3+ to 13 Use these or others to check
or build skills. Other booklets are available but these booklets
allow parents unsure of themselves in mathematics to help their
children. The selection acquired in Canada is published in the
USA. So it has a US orientation. In retrospect, the selection
shows parents what to check with the booklets or by other ways,
the choice is theirs. But in retrospect, the selection does not
cover integral and fractions liquid weights and measures - ask
the publishers to correct that! For ages 9 to 12 say, parents may
compensate by showing boys and girls how to use weights or mass,
and further measures in food preparation. Beyond that children
may be shown how to measure and calculate angles, lengths and
areas [proportional amounts too] directly or by using maps and
plans drawns to scale. Learning how to gather and measure all the
ingredients, pots and pans for a dish or a meal, along with
cleaning up sets the stage for like activities or experiments in
science courses, and in developing organizational skills,
gives boys and girls a head start. Good luck. At the other
extreme, more comprehensive than light, if your motto is
McCainian: drill, drill, drill then Toronto
mathematician and actor John Mighton's jump math organization has jump math
workbooks for at least grades 3 to 8 for at-home and in-school
use - training sessions for teachers available. Jump math has
been expanding to cover older students. Jump Math Samples: plus
Fractions for
Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8
[unread - likely to be good]. and
Mathematics
Skills For Ages 3 to 14 - technical!
Skills with take
home value - A few ideas
Basic skills include
time-date-calendar Matters; money matters; map, plan and
scale diagram matters;counting, measuring and figuring;
decision making with logic and likelyhood; being careful and
being aware of the domino effect of mistakes; reading and
writing with precision.
Is your child able to add, subtract and multiply amounts
of money, work with fractions, work with clocks and calendars,
work with maps and plans, and measure length, weight-mass and
volume? Schools may promote your son or daughter without
providing basic skills in reading, writing and
arithmetic.
Arithmetic
and Number Theory Skills
Algebra
Starter Lessons
Geometry
- maps plans trigonometry vectors
More
Algebra
70
Calculus Starter Lessons
Calculus Lessons Elsewhere:
-
How to Ace Calculus: Street Wise Guide - Mostly
Text.
-
Flash
Video for Calculus Phobics
They cover basic topics in ways likely to complement your
notes, your textbooks and site material. When Goldilocks
trespassed in the house of the three bears, she found three bowls
of porridge, two not to her liking, and one just right. Different
bears have different tastes. As invited guest here and elsewhere,
if one or more explanations is not to liking, try another. It may
be better or just right.
Unsolicited Advice
Learning to do and high marks if it comes to easy is often
deceptive - light rather than deep. For that reason, students
with learning difficulties determined not to let it get in their
way may go deeper and farther than those with none. High marks,
if the come easy, may be deceptive - provide a too light and not
a deep mastery. That could have been your problem in secondary
school, one that leads to comprehension shock or difficulties in
calculus and more generally in the first year of college. Bon
Appetite.
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