27 DEC 2016 by ideonexus

 Moderate Progressive Politics

We would, though, like to suggest that in some key areas, the people who are defining themselves as the progressive wing of the Democratic Party — identified with Sens. Bernie Sanders (I-Vt.) and Elizabeth Warren (D-Mass.) — are embracing principles that are not genuinely progressive. Specifically: They want to enlarge government entitlements and hand out the benefits as broadly as possible — free college, free health care, expanded Social Security — regardless of need or available r...
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02 SEP 2016 by ideonexus

 How Brains Respond to Positive/Negative Feedback in Child...

In children up to eight or nine years old, the dopamine-modulating reward center in the nucleus accumbens reacts strongly to positive feedback (activating the prefrontal cortex) and minimally to negative feedback. In older children, increased activation still occurs in the PFC when dopamine is released in response to positive feedback (particularly in response to correct answers/ predictions). However, the greatest age-related change is the higher reactivity of the NAc to negative feedback an...
Folksonomies: learning neurology feedback
Folksonomies: learning neurology feedback
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30 MAY 2016 by ideonexus

 Hold Expertise in Esteem

Facts, evidence, reason, logic, an understanding of science -- these are good things. (Applause.) These are qualities you want in people making policy. These are qualities you want to continue to cultivate in yourselves as citizens. (Applause.) That might seem obvious. (Laughter.) That's why we honor Bill Moyers or Dr. Burnell. We traditionally have valued those things. But if you were listening to today's political debate, you might wonder where this strain of anti-intellectualism ca...
Folksonomies: expertise
Folksonomies: expertise
  1  notes
21 MAY 2016 by ideonexus

 Essays Should Not Need to Argue a Point

The Age of the Essay September 2004 Remember the essays you had to write in high school? Topic sentence, introductory paragraph, supporting paragraphs, conclusion. The conclusion being, say, that Ahab in Moby Dick was a Christ-like figure. Oy. So I'm going to try to give the other side of the story: what an essay really is, and how you write one. Or at least, how I write one. Mods The most obvious difference between real essays and the things one has to write in school is that real ess...
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13 MAR 2014 by ideonexus

 Mathematics Should be Taught Like Art

Imagine you had to take an art class in which you were taught how to paint a fence or a wall, but you were never shown the paintings of the great masters, and you weren't even told that such paintings existed. Pretty soon you'd be asking, why study art? That's absurd, of course, but it's surprisingly close to the way we teach children mathematics. In elementary and middle school and even into high school, we hide math's great masterpieces from students' view. The arithmetic, algebraic equati...
Folksonomies: education mathematics
Folksonomies: education mathematics
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Instead of introducing kids to the basics, introduce them to the great works.

19 FEB 2014 by ideonexus

 There are "Levels" to Understanding Mathematics

The way it was described to me when I was in high school was in terms of 'levels'. Sometimes, in your mathematics career, you find that your slow progress, and careful accumulation of tools and ideas, has suddenly allowed you to do a bunch of new things that you couldn't possibly do before. Even though you were learning things that were useless by themselves, when they've all become second nature, a whole new world of possibility appears. You have "leveled up", if you will. Something clicks,...
Folksonomies: mathematics levels
Folksonomies: mathematics levels
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As you learn more and more, your comprehension grows and you see more of the big picture. Conversations with people at other levels change as you rise.

11 FEB 2014 by ideonexus

 Curse of the Gifted: Personal Account

I am miles away from Eric or Linus, but the "curse of the gifted" is very real. Thankfully I wasn't smart or gifted enough that I could ride it for long, but when it comes to math and problem-solving I rode it well into my high school years. I never learned to do algebra "by the book," because I didn't need to. Or maybe because I wasn't smart enough to. The math teacher would teach "3x 6 = 9." Basic algebraic problem-solving says you subtract the 6 from both sides, then divide by 3. So "3...
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A reply to the article, personal anecdote.

05 DEC 2013 by ideonexus

 Common Core Math Standards Part II

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers ...
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29 SEP 2013 by ideonexus

 The World is a Function

Kakeru Seki: A fact is somehow related to another fact. Unless you understand these relationships, you won't be a real reporter. Noriko Hikima: True journalism! Kakeru Seki: Well, you majored in the humanities. Noriko Hikima: Yes! That's true--I've studied literature since I was in high school. Kakeru Seki: You havea lot of catching up to do, then. Let's begin with functions. Noriko Hikima: Fu...functions? Math? What? Kakeru Seki: When one thing changes, it influences another thing. A ...
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As a programmer I know that algorithms can relate to the real world, and since these algorithms are constructed in computers that ultimately run on bits and boolean logic, then the real world may be imagined to deconstruct to pure mathematics.

21 JUN 2013 by ideonexus

 The NDEA had Broad Benefits, but Unquantifiable Benefits

The four NDEA Titles featured in this report contributed to general upward trends (e.g., in the rate of high school, college, and graduate completion; in the level of student preparedness in science, mathematics, and modern languages; in the number of teachers and degree-granting institutions; in the number of bachelors and doctoral degrees awarded; and in the number of scholarly publications by doctoral recipients) during the years that they were in force. Their provisions also contributed t...
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The National Defense Education Act improved science, technology, and college enrollment in the US, but its effects cannot be separated from the broader forces and trends going on during the time it was implemented. Future public policies intended to boost STEM must be implemented in such a way as to make their effects quantifiable.