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weebecka:

Or are you disagreeing with Fischbein et al.? 

I'm not disagreeing with them.  I'm disagreeing with you for directly linking their quote to what I had said.

weebecka:

So if "how many in" and "chunking" and "repeated subtraction" are all the same thing

Yep - I would agree they are all the same thing.  I would say that your scaling up was also a method for finding out the answer to the same question more easily in certain situations.

So we still have two approaches to division.  I am still waiting to find out what the two alternative approaches to multiplication are.  I'm not sure what I have failed to convince you of but you have failed to convince of me that.

Karvol:

 Actually bgy1mm the debate goes on a lot longer and is infinitely more tedious.

bgy1mm: knows nothing about maths yet feels perfectly free to rabbit on about it anon. Also knows nothing about teaching, but like most lay people, feels that time spent in a classroom equates to direct knowledge about how teaching works.

karvol: quite bored with the snow outside decides to inject some semblence of reality, and hilarity, into the conversation while trying his best ( and failing ) at not playing advocatis diaboli.

bgy1mm: seems to be very impressed with taking whole day to try and piece together a conversation no-one was particularly interested in the moment the last post was read - except for bgy1mm.

karvol: wondering why bgy1mm who has so much on his plate - trying to disprove Darwin, publishing a refutation of the works of Dawkins, starting, finishing or whatever with a degree in biology, writing computer programs in defunct languages is really that interested in what happens on random fora on esoteric matters to do with teaching.

bgy1mm: again conveniently ignores every direct request to furnish the audience with evidence of his knowledge of maths and teaching, instead spends his waking hours researching throwaway remarks and piecing together uninteresting conversations to show of his recently gleaned erudition.

karvol: couldn't really care less if bgy1mm was the spirit of Russell, Frege and Dedkind rolled into one and was born to prove karvol's ignorance in all matters logic. Karvol now knows for sure that bgy1mm, in many ways that bgy1mm will not understand, is hooked, lined and sunk.

Let me know when you are bored of this. 

Shouldn't you be in holy congress with god or jesus or some other mythical being?

Thread post of the year.

So we've got a person who's arguing about another's field of expertise without having the expertise themselves, and we've got another who argues for a particular theory of teaching without actually having any theory to back it up.

And they say us teachers have it easy.

weebecka:

googolplex:

This all sounds like a 1970's maths teacher's wet dream....

 

http://community.tes.co.uk/forums/t/455105.aspx

or perhaps just sound educational theory.

weebecka:

Does anyone need a picture?

I would settle with a reponse to the quick questions I asked on the page before .

Apologies if you overlooked/missed it or didnt want to talk about potential issues raised from it.

I look forward to a thoughtful insight (as I must admit, many of your posts do read well)

I will set a new thread to get your thoughts on group work too as I am thinking about slimming it down to 1-2 groups in the new year from about 6-7

scentless_apprentice:

 Weebecka - your link to 'sound educational theory' connects to a thread on leadership.

 How does this fit into your ideas on social constructivism of Mathematics?

You're right.  It's too obtuse.  For me this kind of thing seemed relevant:

The pedagogy of educational policy has been didactic and inconsistent. Policy makers have told teachers to do many different, hugely important things in a short time. And in each case policy makers have acted as though their assignment was to dispense answers, not to provoke thought, ask questions, or generate discussion.

The pedagogy of policy has been teacher-centered. As policy makers taught, they created few opportunities to listen as teachers and other educators tried to make sense of new demands. Nor have policy makers cast policy as something that might be revised in light of what they learned from teachers’ experience.

But I sould have picked something more directly grounded in maths education.

Please just forget I linked to this, it's more of a distraction than a help.