opinion 4.2 and answer to the professor

Pam Lane-Garon 

5 posts

Re:Re:Re:Module 4 DQ 1

Have you seen this one, Elizabeth and all?

 

Hu, W. (2011). Math that moves: Schools embrace the iPad. The New York Times, 4.

 

 

“Hi Alice, great job on your post. I think you have brought in another element I have not seen with several students: the use of colors. This is important, since the key aspect here is to appeal to the reader. It is to ensure that the reader/student is encouraged to continue working on the examples and evaluating the proposed formulas.  I am impressed by terms such as “cognitive interest” which you have employed so effectively in your post. That is what it is actually all about. It is also true that other forms of illustration such as pie charts, illustrations, tables, charts, and graphs work quite effectively. The students are able to see, and thus remember with relative ease (Berisha et al., 2013).

I wish to conclude by saying that illustrations tend to allow the students to learn a lot more easily than when intuitive understanding is attempted. There is always the chance to learn how to manipulate symbols. A number of observers insist that the deepest understanding of mathematics is actually not imagistic but abstract; and so it is clear that illustrations help.

References

Berisha, V., Thaçi, X., Jashari, H., & Klinaku, S. (2013). Assessment of mathematics textbooks potential in terms of student’s motivation and comprehension. Journal of Education and Practice, 4(28). Retrieved from: http://www.iiste.org/Journals/index.php/JEP/article/viewFile/9923/10127”