Learn Science, Learn Math, Learn to Teach Science and Math, by Hedy Moscovici, Penny J. Gilmer, Katherine C. Wieseman

By Hedy Moscovici, Penny J. Gilmer, Katherine C. Wieseman

Dr. Hedy Moscovici's existence on 3 continents and her conflict with ovarian melanoma formed the original co-learning and participative management standpoint on technology and arithmetic schooling shared during this booklet. this article has a number of audiences - potential and training academics desirous to encourage their scholars to benefit, technological know-how and arithmetic educators mentoring academics to turn into transformative intellectuals and significant pedagogues, mom and dad drawn to their kid's development, and policymakers and public wishing to deepen their figuring out approximately studying regularly and academic concerns in technological know-how and arithmetic. mottos, "I cannot examine from you if you cannot study from me" and "to educate is to profit twice," summarize the essence of her message. The highlight is at the severe interdependence of things, in particular human skill to build realizing; necessity of disequilibrium to spark neural rewiring; cognition-emotion (pleasure vs. ache, even technology or math phobia) connections; sociocultural context; issue created by way of the absence of a sincerely reliable "learning meter" for a society valuing target dimension of caliber of studying; human relationships sustained via 3 R's (rights, tasks, respect); and, heightened wisdom of strength relationships resulting in a spirit of collaboration, acceptance of every individual's strengths and services; and important pedagogy.

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Design an assessment that you would like to see for a science and/or mathematics class in which you participate as a student or as the teacher. Compare/contrast assessments developed in terms of goals, expressing learning, cognitive levels, requirements for teaching strategies, and describe patterns found in the literature pertinent to learning and assessing. YOU KNOW SCIENCE AND MATHEMATICS? SO, WHAT DOES IT MEAN TO KNOW SCIENCE AND MATHEMATICS? As previously mentioned in this chapter, the meaning of knowing science and mathematics is the ability of individuals to engage in learning these subjects in specific contexts and in using the assessment system that collects information pertaining to learned material.

Taylor (1996) developed the area of critical constructivism that focuses on critical analyses of interactions leading to learning and changing the dynamics to enhance learning. Rodriguez (1998) focused on sociotransformative constructivism by emphasizing the effect of cultures and taking action on learning environments. Though there are different facets of constructivism, some ideas that hold them together include: 1) knowledge is actively produced by cognizing beings and cannot be transmitted passively; 2) learning can be triggered by an experience that does not accommodate, meaning the individual needs to recognize the cognitive dissonance leading to disequilibrium and choose to learn; and, 3) while we have access to reality, we cannot reproduce it in any way because our minds interpret the reality we are able to perceive and as such provide us with our own reflective version of our own reality.

Protractor, pencils, and notebooks). , private tutor). In Israel, a country of immigrants, there seems to be a differentiation between the Ashkenazi and Sephardi subgroups (based on historical origin) in the socioeconomic sense and on their views on education, although with mixed subgroup marriages the differences begin to blur. In Israel, there is also a relatively clear correlation between education and socioeconomic status. To summarize, in Israel the expansion of my worldview on schooling included realizing that elementary school can be restricted to first to fifth grade, followed by middle school for grades sixth to eighth, and high school for ninth to twelfth grade.

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