Remediation for Remedial Math #2

Some blog followers might be interested in a recent discussion-list post “Remediation for Remedial Math #2” [Hake (2012)]. The abstract reads:

***********************************************
ABSTRACT: In a previous post “Remediation for Remedial Math” I wrote: “In my opinion, the major problem may not be inherent difficulty for many students of the algebra on which remedial courses concentrate, but the fact that such courses are ineffectively taught as passive-student lecture courses. Jerry Epstein's (2007) 'Calculus Concept Inventory' http://bit.ly/bqKSWJ is beginning to show the abysmal ineffectiveness of standard introductory calculus courses. Similarly an 'Algebra Concept Inventory' might show the same thing for current algebra courses."

To which LrnAsst-L’s Jered Wasburn-Moses responded at http://bit.ly/KKRm0z (paraphrasing; my CAPS): “I think Hake misses a key difference between physics (his own field) and mathematics: EDUCATIONAL INERTIA. By the time they reach college developmental education courses, students have strongly-entrenched beliefs about mathematical content, mathematical classrooms, and themselves as mathematical learners.”

But my experience has been that the same is true for K-16 physics and other sciences, in that not only students but also teachers and professors have strongly-entrenched beliefs about education. So central is the problem of “educational inertia” that I was moved to post:

(a) Lesson #13 of “Lessons from the Physics Education Reform Effort” (Hake, 2002) at http://bit.ly/aL87VT: “The monumental inertia of the educational system may thwart long-term national reform”;

(b) “Eleven Quotes in Honor of Inertia” [Hake (2006)] at http://bit.ly/g7jdeU;

(c) an essay “Can Scientific Research Enhance the Art of Teaching?” [Hake (2007b)] at http://bit.ly/a7xJxR (1.2 MB): “University Leaders Bemoan the Inertia of Higher Education: Why Is It So Slow To Recognize the Value of Interactive Engagement Methods in Promoting Higher-Level Learning?”
***********************************************


To access the complete 13 kB post please click on http://bit.ly/KZafu5.

Richard Hake, Emeritus Professor of Physics, Indiana University
rrhake@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake

“If you try to introduce people to a paradigm shift,
they will hear what you have to say and
then interpret your words in terms of their old paradigm.
What does not fit, they will not hear.”
Myron Tribus (2001), former director of the
“Center for Advanced Engineering Study at MIT” -
see http://en.wikipedia.org/wiki/Myron_Tribus


REFERENCES [URL shortened by http://bit.ly/ and accessed on 15 May 2012.]
Hake, R.R. 2012. “Remediation for Remedial Math #2,” online on the OPEN! AERA-L archives at http://bit.ly/KZafu5. Post of 15 May 2012 11:31:16-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are also being transmitted to several discussion lists.

Adey & Shayer's Cognitive Acceleration & Feuerstein's Instrumental Enrichment

Some blog followers might be interested in two recent posts “Re: Cognitive Acceleration” [Hake (2011a)] and “Feuerstein's Instrumental Enrichment” [Hake (2011b)] . A combined abstract is:

*******************************************

ABSTRACT: Paul Lulai of the PhysLrnR list stated that when he searched for materials on “Cognitive Acceleration” he found none that would even provide a glimpse. As of 14 Feb 11:10:00-0800 Lulai's post had initiated a 18-post thread on PhysLrnR.

In the first post “Re: Cognitive Acceleration” [Hake (2011a)] at http://bit.ly/fjoabR, I give eleven academic references to the work of Adey & Shayer on “Cognitive Acceleration,” a program designed to promote student's thought processes from “concrete” to “formal” abstract thinking.

In the second post “Feuerstein's Instrumental Enrichment” [Hake (2011b)] at http://bit.ly/htVa5a, I list seventeen academic references related to the work of Reuven Feuerstein on “Instrumental Enrichment.” Feuerstein's work complements and is consistent with “Cognitive Acceleration” since both work under the premise that thinking skills can be taught.

*******************************************

To access the complete:

a. 12 kB first post “Re: Cognitive Acceleration” [Hake (2011a)] please click on http://bit.ly/fjoabR;

b. 18 kB second post “Feuerstein's Instrumental Enrichment” please click on http://bit.ly/htVa5a.

Richard Hake, Emeritus Professor of Physics, Indiana University

Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands

President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII)

rrhake@earthlink.net

http://www.physics.indiana.edu/~hake

http://www.physics.indiana.edu/~sdi

http://HakesEdStuff.blogspot.com

http://iub.academia.edu/RichardHake

“If you try to introduce people to a paradigm shift, they will hear what you have to say and then interpret your words in terms of their old paradigm. What does not fit, they will not hear. Therefore, a change in paradigm cannot be brought about by talking. People have to experience the change, or at a minimum see other peopl experiencing it, before they will begin to understand what you are saying.”

- Myron Tribus (2001)

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 15 Feb 2011.]

Hake, R.R. 2011a. “Re: Cognitive Acceleration,” online on the OPEN! AERA-L archives at http://bit.ly/fjoabR. Post of 14 Feb 2011 10:18:46-0800 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.

Hake, R.R. 2011b. “Feuerstein's Instrumental Enrichment,” online on the OPEN! AERA-L archives at http://bit.ly/htVa5a. Post of 14 Feb 2011 16:33:00-0800 to AERA-L and and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.

Tribus, M. 2001. “Quality in Education According to the Teachings of Deming and Feuerstein,” online as a 78 kB pdf at http://bit.ly/hwcbjn.