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S

SIMON FRASER UNIVERSITY

Faculty of Education

Spring Semester, 1982

Ed.

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187_4: Designs for Léarñing: Mathematics (Advanced)

Instructor: Prof. John Trivett

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Office during course: MPX 8632

Office at home: 922-6683

Times: Thursdays, 11:30 - 8:30 PM

commencing January 1 1 +th, 1981

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Office hours: Thursdays 1:00-3:00 PM

and by appointment

Place: MPX 8620a

Required Text: Trivett, J.V.

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....And So On, Detselig Publishing Co., Calgary, Alberta

PREREQUISITES?-3 The prerequisite for this course is Ed. 1175 - Designs

for Learning: Maths or other courses, seminars and

workshops about the 'subordination of teaching to learning'

led by Profs. Dawson and Trivett. Or by permission

after prior consultation with the instructor (922-6683).

FOR WHOM?

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The course is intended for elementary and secondary

teachers. It will be centered around real lessons

with children of different grade levels.

ADVANCED? -

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'Advanced' implies a far greater attention to and

growth in theory and practice of classroom teaching

than is normal in an introductory course of a radical

nature. Participants will be expected to be involved

seriously (but not solemnly) in the content and approach

in their own schools, for they will most likely have

already overcome many doubts and fears about the changes

needed, both within their selves and in their teaching.

Regular feedback of personal teaching and learning

experiences will be a feature of the course.

THE

APPROACH?—* Briefly, and therefore probably misleading, the learning/

teaching approach embraces assumptions about how children

and adults learn generally and learn mathematics specifically.

To mention a few:

1.

Every learner has to accept responsibility for his own

learning.

2.

Only awareness is educable.

3.

Everyone can learn mathematics, provided they mastered

their first language by 5 years of age.

11. Actions, images, thought, processes, imagination and

patterning are more important in learning mathematics

than answers, algoiiithms and formulas.

(over)

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5.

All school mathematics can be mastered joyfully

by a large majority of students in less time

than commonly thought, with less energy and

more integration with other subjects and aspects

of life.

6.

All this can, and indeed must, be practised within

the present school system.

WRITING?

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In our meetings, relaxed, enjoyable discussions and

practical work in learning will typify what we do.

One on-going written account aimed at specific

individual interest will be required from each student.

READING? -p

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A wholesale reading of books outlining other approaches

and traditional research will not be requested. Rather

we shall hope for a study of the few but increasing

number of books that support this modern approach, as

for example in Bateson's recent Mind and Nature, a

Necessary Unity.

BEGINNINGS?

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If you wish to begin before January, I suggest the

following:

Bateson, G. Mind and Nature, E.P. Dutton, New York, 1979

Gattegno, C. What We Owe Children-the Subordination of

Teaching to Learning, Educational Solutions

Inc., N.Y.,

1974

(LB

1715 G3)

The Common Sense of Teaching Mathematics,

Ed. Sols., N.Y.,

1973

(QA

135.5G34)

Hofstadter, D.R. Gbdel, Escher, Bach: an Eternal Golden

Braid, Vintage Books, N.Y.,1980

Trivett, J.V. Games Children Play-for learning Mathematics,

Cuisenaire Company of America, New Rochelle,

N.Y., 1976

Another valuable asset to bring to class on the first night

is some written outline of how you personally teach

mathematics and why you do what you do.

"WE MUST CONTINUOUSLY

LEARN TO UNLEARN

MUCH THAT WE HAVE LEARNED

AND

LEARN TO LEARN

THAr : WH,CH WE

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HAVE NOT BEEN TAUGHT"

Andrew Feldmar

Vancouver, 1981