At our university, there is a program at the psychology department that pairs student interns (usually graduate, or advanced undergrads) with families of autistic children. I do not know the details, but the general idea is... Students get to practice what they learn; the university gets research (sometimes); parents get much cheaper help. Something of that sort can be worth investigating. Also, part-time help during the day may make your family climate much better - sorry if I say something obvious to you, but I know a lot of parents who do not realize how much difference even two hours of responsibility-free time can make... If it is on a regular basis. Very best for you and your family!
I hesitate to offer it because of monetary and other considerations, but, ideally, such a child should be with a human helper 24/7. It is not just for security, but also for his development since he have very special needs.
I have been working on developing, hopefully, more sensible ways of learning, and helping people to learn. There are alternatives out there in the society, but they are few and far between, thus you have to search for them - or your chances of just happening onto one are slim:-) My e-mail is webmaster@naturalmath.com
You may want to specify the kind of educators you want. Then invite some people by name. For example, there is a relatively lively forum mathedu on the topic of research on post-doctorate mathematics education. There are active forums on unschooling, Reggio Emilia schools, and other specific areas of education... Good luck!
I have... She never did research in our field outside of universities and does not know anyone, personally, who did. That tells me something profound about life, but I can't figure out what, exactly;-) I need to ask the committee though, thanks!
I would add, figuring out how to help all different kinds of kids learn, meaningfully, and in their own different styles, the meaning of addition, is a pretty interesting problem as well:-) Indirection adds whole new dimension to it...
Hi, I found homeschoolers to be wonderfully receptive to this kind of thing. You may try to find a group of homeschoolers you like (there are different kinds, e.g. unschoolers, deeply religious groups, gifted children groups, etc.). I would charge money, though - it looks less suspicious plus it helps parents to remember to bring children to meetings, etc. I got in trouble when I tried to volunteer my time. People just do not take it seriously. Also, you can join an organization that is already helping children, such as a volunteer center at a large hospital where you can help little patients who stay there for long periods of time... Good luck!
I think 2+2 is 1-obvious 2-of very limited use. I usually start with topics that can be loosely mapped into algebra, and go into even more fun stuff. Yesterday, we studied proportions with a couple of little girls - by making Barbie dresses:-)
..something of that sort for mathematics on The Math Forum It works moderately well. If you want an answer to a well-defined question, go there.
There is always a tension between linear, or nested, or hierarchical... still "linear-like":-) nature of those databases and general non-linearity of the field. I do not quite know where this thought is going, but I hope someone will elaborate:-)
I am just learning to use/. - I hope my reply reaches you out of this ancient thread:-) I think the role of computers in the learning process depends on the subject of learning. If you are learning about fractals, the role of computers will be pretty big:-) If you are learning cooking, the role of computers will be marginal and subservient (i.e. reference, discussion groups, etc.)
I am a Ph.D. candidate in mathematics education. My dissertation is on the role of metaphors in the growth of mathematical understanding. As my "task" I use software design - where students are designers and I am their programmer:-)
I think computers, unlike calculators, can be used to help children DEVELOP mathematical ideas. Take Excel, for example. If you program a simple function (e.g. doubling) into a second column, a child as young as six can play a game of guessing what the function is. Why not play on paper? Well, I tried it both ways. It is better, from an educator's point of view, with the computer. It keeps track of everything in a neat way, unlike most little kids:-) But there are deeper differences. Computers allows kids to move much faster toward working with function as an OBJECT and not a set of separate values. For example, you can have your program dynamically change graph as you change formula. With paper, it usually takes an adolescent concentration and ability to carry many values in the mind simultaneously to comprehend these changes. For example, if you add two to the function, the whole graph moves two units up. Many adults have problems with these algebraic ideas. With computer modeling tools, one can observe many such changes (that would take days to do by hand), thus generalizing rules easier.
Most "education" software available now has very little to do with pedagogy (the science and practice of helping people learn) AND - ha-ha - with computers. Computers delivering prettier flash cards? Now with animation, eh? So what - the idea of a flash card is still as primitive and inefficient as it was 100 years ago.
Still, I am quite optimistic about the field:-). There are things like Zoombinis where children can experimentally solve logical puzzles. The computer helps to visualize ideas, for example, keeping track of all the pizza ingredients tried before (a logic and combinatorics puzzle). Thus concepts of higher math become more accessible to investigation and meaningful learning by kids.
The simple thing like image search on google is a powerful learning tool for younger kids (2-5). The kid can type a word, ANY word - and instantly see pictures corresponding to it. Also, for older children, it is an interesting tool for interdisciplinary studies.
Power issue is important here. Some computer tools, like most programming languages, designing environments, internet, modeling programs like Maple, art programs like Photoshop, etc. - give people who use them power to create. Many "educational" programs do not help children gain this power. If software is all about children memorizing by heart some pre-determined facts, and then regurgitating them fast enough - it does not do anything to give children real learning power.
It is interesting that while socialization SEEMS to be endangered for homeschoolers, studies just do not confirm that impression. Again and again homeschool kids are studied as they enter workforce, or interact at playgrounds - and they show similar or BETTER results then schooled kids. I am sure you can find badly socialized homeschooled kids. However, I always wonder: what would have happened if THIS kid was NOT homeschooled?
In an example of a boy you mention, kids "laughed at his attempts to "fit in." What kind of responce would this kid get at elementary grades? What if going to school would make matters WORSE? So many kids at schools shut down academically and emotionally if they are teased and not accepted early. This young man at least succeeded academically. Is this person unemployed now? I doubt it, at least on the basis of statistical studies I read.
The topic of special education is especially:-) relevant to this discussion. A pattern I saw many times was that a child would be labelled as "special" (disabled, problem) at school - because he did not fit. Sometimes the case would involve medications. When parents started homeschooling, the problems would gradually diminish. In many cases, the child would go back to school later.
What a wonderful time it is now for learning! You are not stuck anymore with just one option...
Well, what ARE peers? Should we be so mechanical as to define "peers" as "people of exactly the same age"? I mean, there are TONS of other considerations to be considered - culture, interests, and yes, intellectuality... I think every person should have an opportunity to have many different interactions with different kinds of people - people of the person's choice.
I think it is as bad to force the child to "play with kiddie toys" as it is to force the child to learn academically beyound his desires. I got an impression that this particular child WANTED to learn advanced computer stuff. NOT to support such desires may amount to neglect, IMNSHO. That's how much of kids' creativity is being destroyed.
Go to this page for much of your "gifted" needs (I am not affiliated with them): http://www.hoagiesgifted.org/
Slashdot Mirror
At our university, there is a program at the psychology department that pairs student interns (usually graduate, or advanced undergrads) with families of autistic children. I do not know the details, but the general idea is... Students get to practice what they learn; the university gets research (sometimes); parents get much cheaper help. Something of that sort can be worth investigating. Also, part-time help during the day may make your family climate much better - sorry if I say something obvious to you, but I know a lot of parents who do not realize how much difference even two hours of responsibility-free time can make... If it is on a regular basis. Very best for you and your family!
I hesitate to offer it because of monetary and other considerations, but, ideally, such a child should be with a human helper 24/7. It is not just for security, but also for his development since he have very special needs.
...And if someone posts an example, you can always declare it unimportant, right? :-)
What if this project with every living being a storage bank has already happened? ;-)
Now we just need to decode the stored info...
I mean the forum used to be lovely at some point. It is also on post-calculus education, not post-doctorate. Sorry for these typos :-)
I have been working on developing, hopefully, more sensible ways of learning, and helping people to learn. There are alternatives out there in the society, but they are few and far between, thus you have to search for them - or your chances of just happening onto one are slim :-) My e-mail is webmaster@naturalmath.com
Thank you. I am in the Research Triangle, NC.
You may want to specify the kind of educators you want. Then invite some people by name. For example, there is a relatively lively forum mathedu on the topic of research on post-doctorate mathematics education. There are active forums on unschooling, Reggio Emilia schools, and other specific areas of education... Good luck!
I have... She never did research in our field outside of universities and does not know anyone, personally, who did. That tells me something profound about life, but I can't figure out what, exactly ;-) I need to ask the committee though, thanks!
I would add, figuring out how to help all different kinds of kids learn, meaningfully, and in their own different styles, the meaning of addition, is a pretty interesting problem as well :-) Indirection adds whole new dimension to it...
Hi,
I found homeschoolers to be wonderfully receptive to this kind of thing. You may try to find a group of homeschoolers you like (there are different kinds, e.g. unschoolers, deeply religious groups, gifted children groups, etc.). I would charge money, though - it looks less suspicious plus it helps parents to remember to bring children to meetings, etc. I got in trouble when I tried to volunteer my time. People just do not take it seriously. Also, you can join an organization that is already helping children, such as a volunteer center at a large hospital where you can help little patients who stay there for long periods of time... Good luck!
I think 2+2 is 1-obvious 2-of very limited use. I usually start with topics that can be loosely mapped into algebra, and go into even more fun stuff. Yesterday, we studied proportions with a couple of little girls - by making Barbie dresses :-)
..something of that sort for mathematics on The Math Forum It works moderately well. If you want an answer to a well-defined question, go there.
:-) nature of those databases and general non-linearity of the field. I do not quite know where this thought is going, but I hope someone will elaborate :-)
There is always a tension between linear, or nested, or hierarchical... still "linear-like"
I am just learning to use /. - I hope my reply reaches you out of this ancient thread :-) I think the role of computers in the learning process depends on the subject of learning. If you are learning about fractals, the role of computers will be pretty big :-) If you are learning cooking, the role of computers will be marginal and subservient (i.e. reference, discussion groups, etc.)
:-)
I am a Ph.D. candidate in mathematics education. My dissertation is on the role of metaphors in the growth of mathematical understanding. As my "task" I use software design - where students are designers and I am their programmer
Imagine an ad like, "Eat the heart of your enemy!" :-)
I think computers, unlike calculators, can be used to help children DEVELOP mathematical ideas. Take Excel, for example. If you program a simple function (e.g. doubling) into a second column, a child as young as six can play a game of guessing what the function is. Why not play on paper? Well, I tried it both ways. It is better, from an educator's point of view, with the computer. It keeps track of everything in a neat way, unlike most little kids :-) But there are deeper differences. Computers allows kids to move much faster toward working with function as an OBJECT and not a set of separate values. For example, you can have your program dynamically change graph as you change formula. With paper, it usually takes an adolescent concentration and ability to carry many values in the mind simultaneously to comprehend these changes. For example, if you add two to the function, the whole graph moves two units up. Many adults have problems with these algebraic ideas. With computer modeling tools, one can observe many such changes (that would take days to do by hand), thus generalizing rules easier.
Most "education" software available now has very little to do with pedagogy (the science and practice of helping people learn) AND - ha-ha - with computers. Computers delivering prettier flash cards? Now with animation, eh? So what - the idea of a flash card is still as primitive and inefficient as it was 100 years ago.
:-). There are things like Zoombinis where children can experimentally solve logical puzzles. The computer helps to visualize ideas, for example, keeping track of all the pizza ingredients tried before (a logic and combinatorics puzzle). Thus concepts of higher math become more accessible to investigation and meaningful learning by kids.
Still, I am quite optimistic about the field
The simple thing like image search on google is a powerful learning tool for younger kids (2-5). The kid can type a word, ANY word - and instantly see pictures corresponding to it. Also, for older children, it is an interesting tool for interdisciplinary studies.
Power issue is important here. Some computer tools, like most programming languages, designing environments, internet, modeling programs like Maple, art programs like Photoshop, etc. - give people who use them power to create. Many "educational" programs do not help children gain this power. If software is all about children memorizing by heart some pre-determined facts, and then regurgitating them fast enough - it does not do anything to give children real learning power.
It is interesting that while socialization SEEMS to be endangered for homeschoolers, studies just do not confirm that impression. Again and again homeschool kids are studied as they enter workforce, or interact at playgrounds - and they show similar or BETTER results then schooled kids. I am sure you can find badly socialized homeschooled kids. However, I always wonder: what would have happened if THIS kid was NOT homeschooled?
:-) relevant to this discussion. A pattern I saw many times was that a child would be labelled as "special" (disabled, problem) at school - because he did not fit. Sometimes the case would involve medications. When parents started homeschooling, the problems would gradually diminish. In many cases, the child would go back to school later.
In an example of a boy you mention, kids "laughed at his attempts to "fit in." What kind of responce would this kid get at elementary grades? What if going to school would make matters WORSE? So many kids at schools shut down academically and emotionally if they are teased and not accepted early. This young man at least succeeded academically. Is this person unemployed now? I doubt it, at least on the basis of statistical studies I read.
The topic of special education is especially
What a wonderful time it is now for learning! You are not stuck anymore with just one option...
Well, what ARE peers? Should we be so mechanical as to define "peers" as "people of exactly the same age"? I mean, there are TONS of other considerations to be considered - culture, interests, and yes, intellectuality... I think every person should have an opportunity to have many different interactions with different kinds of people - people of the person's choice.
I think it is as bad to force the child to "play with kiddie toys" as it is to force the child to learn academically beyound his desires. I got an impression that this particular child WANTED to learn advanced computer stuff. NOT to support such desires may amount to neglect, IMNSHO. That's how much of kids' creativity is being destroyed. Go to this page for much of your "gifted" needs (I am not affiliated with them): http://www.hoagiesgifted.org/