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Re: IMPMath
Posted by Elaine on 5/10/08
Just because a kids hates something, doesn't mean it isn't good
for them. Anecdotal evidence is exactly that, anecdotal. There will ALWAYS
be exceptional kids who are going to be amazing problem solvers no
matter what teacher or curriculum they get. One study I read
somewhere said that one year of exceptionally good or
exceptionally bad math teaching has no real effect on any one
student. It supposedly takes at least two years of one extreme or
the other to pull up or drag down a student. But until the day comes where each and every kid gets his own
private tutor who will personalize his education to suit his own
desires and needs, rather than a teacher who is responsibible for
the group education of 35 people at a time and has to make
decisions based on what is best for the majority, anecdotes from
individual students won't really change my mind about anything.
IMP is still a far better text than anything out there right now.
And it becomes sheer magic when implemented by a good teacher who
know when to lecture, when to let kids face disequilibrium, when
to tell them the answer, when to let them chew on it themselves,
when to give more practice, when to back off on practice, and the
list goes on....
> Are you saying that SAT math problems *do* give the context, or
> *don't*? Because if you mean that SAT problems are a good test
of
> whether kids can do out-of-context problems, I have to say that
> the kids I know who hate IMP (but are in fact very good at math)
> absolutely are *acing* SAT-type stuff.
>
> The same student also wrote: "I think that IMP could be used
> successfully with a teacher who went over everything very
> clearly, and lectured on the subject. Actually, the best CMP
> experience I had was Mrs. [name omitted] in Pre-Integrated.
> Although we used the CMP books, she clearly lectured to the
class
> on the topics, to make sure that everyone had the same
> information. However, I would much prefer to use a classic
> textbook, and I frequently have discussions with other 9th and
> 10th graders expressing similar sentiments."
>
> This is a student who was also quite successful on a very
> competitive math team, by the way -- a still better indication
of
> her problem-solving ability.
Posts on this thread, including this one
- IMPMath, 5/01/08, by Bill.
- Re: IMPMath, 5/03/08, by Elaine.
- Re: IMPMath, 5/05/08, by Pragmatic.
- Re: IMPMath, 5/08/08, by Elaine.
- Re: IMPMath, 5/08/08, by not popular here.
- Re: IMPMath, 5/08/08, by DSF/NJ.
- Re: IMPMath/ Math in general, 5/09/08, by Donna/WI.
- Re: IMPMath/ Math in general, 5/09/08, by Pragmatic.
- Re: IMPMath/ Math in general, 5/09/08, by DSF/NJ.
- Re: IMPMath/ Math in general, 5/10/08, by Donna/WI.
- Re: IMPMath, 5/10/08, by Elaine.
- Re: IMPMath, 5/10/08, by not popular here.
- Re: IMPMath, 5/10/08, by Elaine.
- Re: IMPMath, 5/10/08, by smarkham01.
- Re: IMPMath, 5/12/08, by Interactive Math Program.
- Re: IMPMath, 5/12/08, by DSF/NJ.
- Re: IMPMath, 5/13/08, by not popular here.
- Re: IMPMath, 5/14/08, by smarkham01.
- Re: IMPMath, 5/15/08, by not popular here.
- Re: IMPMath, 5/15/08, by smarkham01.
- Re: IMPMath, 5/15/08, by not popular here.
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