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Sean McHugh

Video Games Are The Perfect Way To Teach Math, Says Stanford Mathematician - Forbes - 0 views

www.forbes.com/...th-says-stanford-mathematician

technology gaming video games math

shared by Sean McHugh on 31 Aug 13 - No Cached
  • the ability for a game to teach multiple skills simultaneously
  • does not build video games to ‘teach mathematics.’ Rather, we build instruments which you can play, and we design them so that when you play them, you cannot fail to learn about mathematics. Moreover, each single game can be used to deliver mathematical challenges of increasing sophistication.
  • I love the instrument analogy because I’m often explaining to my students why the Ancient Greeks saw math and music as part of the same realm–that area of experience that belonged to the god Apollo. Of course, the relationship has to do with intervals. But both math and music are also related to Apollo’s other domains, such as light, prophecy, healing, etc. The connection has been hard to understand from the rigidly measured viewpoint that has dominated Western thinking since Nietzsche inadvertently cemented the Apollonian into strict opposition with the Dionysian in The Birth Of Tragedy.
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  • Everything about school and work in the twentieth century was designed to create and reinforce separate subjects, separate cultures, separate grades, separate functions, separate spaces for personal life, work, private life, public life, and all the other divisions. Then the internet came along. Now work increasingly means desktop computer. Fifteen years into the digital revolution, one machine has reconnected the very things–personal life, social life, work life, and even sexual life–that we’d spent the last hundred years putting into neatly separated categories, cordoned off in their separate spaces with as little overlap as possible.
Sean McHugh

How the Google Suite Can Enhance Open-Ended Math Exploration | MindShift | KQED News - 0 views

ww2.kqed.org/...ce-open-ended-math-exploration

mathematics numeracy

shared by Sean McHugh on 10 Sep 17 - No Cached
  • Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway
  • students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any misconceptions.
  • Keeler sees many ways that technology could enhance the visual and collaboration elements of the work
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  • open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher.
  • Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class
  • Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.
  • visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in a spreadsheet
  • Sean McHugh on 10 Sep 17
     
    Exploring the potential for digital tools to enhance and facilitate numeracy.
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