Curriculum Development
Evaluation of (Standards for)
LAMP is a worked in progress. This site area set forths the framework for
LLAMP in a way that college professors of mathematics should be able to
understand. With the passage of time, the objective is to make LLAMP and
it details clearer and clearer to secondary school teachers and
students.
Mathematics Education needs clearly documented end, values and paths for
learning and teaching. Course materials and paths should be
self-explanatory and complete for people - students, parents and teachers
- who are prepared to sit down and study, with or without a previous
mastery of mathematics may follow the materials and paths there-in to skill and
comprehension mastery in a repeatable, reproducible and verifiable manner.
Completeness means that there are no gaps in the development or exposition of
skills and concept. Completeness means that skill and concept development
steps are small and well-designed. Completeness means that course design
and in them inductive principles for instruction calls for students to be
returned before the source of any difficulties to rebuild confidence and/or
further remove or circumvent the source, so that the difficulties can be
overcome. Finally, completeness means that course design and materials are
based on ends, values and reasons for learning and teaching.
Remark 1: Inductive principles for instruction provide criteria for
the completeness of course design and delivery, and in that call for methods
to directly and clearly develop all skills and concepts, so that the need for
natural talent is minimized. Site pages offer methods for this. These
inductive principles were met in a course on how to be a cross-country
ski coach or instructor. This course, its attention to detail and its advice
on how to ease or circumnavigate difficulties pointed to a comprehensive
theory of how develop skills from first steps to advance motions. I was
amazed. As a student and teacher, I had not seen similar practices in
mathematics. Inductive principles stem from that course. That being
said, cross-country skiing can be fun and liberating. Yet mathematics is
not for many students obliged to study it. Motivation is missing.
Students need to provide reasons for learning.
Remark 2: The foregoing provides a criteria for the future if not immediate
evaluation of LLAMP documentation and content.
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LAMP
(first
draft, June 2008) a program for adult
and teen mathematics education
Mathematics education standards implied by calculus should
be a factor, not the only one, yet not a forgotten nor hidden one in course design
Area Intro
Introduction
Arithmetic
Geometry
Algebra
Logic
Calculus
Musings - More Ideas
More About LAMP
Evaluation
Maths Cultural Origins
First Nation Education
Modern Mathematics
Before LAMP
Problem Solving Skills Routine to Non
Instructional Concepts
Student Cooperation
Maths Extrinsic Origins
Science Education
For further musings or thoughts see site books.
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