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MathPrinceps's profile
Laurens Gunnarsen
Laurens Gunnarsen
Laurens Gunnarsen
@MathPrinceps

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Laurens Gunnarsen

@MathPrinceps

Mathematical physicist and mentor to mathematically talented youth. Talent is that which bridges the gap between what can be taught and what must be learned.

Joined June 2012

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    1. dannniel‏ @dmc0603 16 Aug 2018
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      Replying to @TaraMathBC @DrEugeniaCheng

      Yeah, you clearly didn’t get the argument at all. A good student or learner would read Dr. Cheng’s comments and ask why or how, but you have a rigid way of looking at things, which is what math shouldn’t be teaching at all.

      1 reply 1 retweet 5 likes
    2. Jessica Dubrule‏ @msmathlove 16 Aug 2018
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      Replying to @dmc0603 @DrEugeniaCheng @TaraMathBC

      I don't care for memorizing either - didn't get me very far in higher university courses. Needed to learn how to think to be successful which was challenging. My classmates that relied on memorizing did not do so well.

      3 replies 0 retweets 1 like
    3. Jessica Dubrule‏ @msmathlove 16 Aug 2018
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      Replying to @msmathlove @dmc0603 and

      There's definitely a time crunch in our curriculum. It's faster to memorize, especially if you have to know it by test time. But lack of connection means they forget it once the test is done and then they're scrambling when the final exam comes around.

      1 reply 0 retweets 2 likes
    4. dannniel‏ @dmc0603 16 Aug 2018
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      Replying to @msmathlove @DrEugeniaCheng @TaraMathBC

      There are so many competing interests, and I have no idea what the perfect curriculum/education looks like. Kids act in their own self interest, as they should. In my short career, I’ve found the best antidote to math phobia has been a personal connection and gaining trust.

      2 replies 1 retweet 8 likes
    5. Laurens Gunnarsen‏ @MathPrinceps 16 Aug 2018
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      Replying to @dmc0603 @msmathlove and

      The crucial point is that we none of us remember what is of no interest to us -- and we all of us avoid what is actively unpleasant to us. Ask a random sample of college graduates to divide 11/31 by -53/97. All of them passed a test on this once. Does that matter today?

      1 reply 0 retweets 1 like
    6. Tara Houle‏ @TaraMathBC 16 Aug 2018
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      Replying to @MathPrinceps @dmc0603 and

      what matters is that kids were given the tools to figure it out efficiently and effectively. Math facts learned via rote and standard algorithms are these tools to learn as they're the best method for novice learners. Understanding comes through that process. Plain and simple.

      1 reply 0 retweets 0 likes
    7. Laurens Gunnarsen‏ @MathPrinceps 16 Aug 2018
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      Replying to @TaraMathBC @dmc0603 and

      You do not address the question I raised. If none of this rote learning survives in the long run, then what is the value of it?

      1 reply 0 retweets 1 like
    8. Tara Houle‏ @TaraMathBC 16 Aug 2018
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      Replying to @MathPrinceps @dmc0603 and

      b/c ? raised isn't the right one. The value of rote is that it helps us develop our long term memory which creates our knowledge base & critical thought. Cognitive Load Theory; read about it here https://impact.chartered.college/article/shibli-cognitive-load-theory-classroom/ … research study here http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf …

      1 reply 0 retweets 0 likes
    9. Dr Eugenia Cheng‏ @DrEugeniaCheng 16 Aug 2018
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      Replying to @TaraMathBC @MathPrinceps and

      This article doesn't mention rote. Do you believe that rote is the only or best way to develop long term memory?

      1 reply 0 retweets 0 likes
    10. Tara Houle‏ @TaraMathBC 16 Aug 2018
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      Replying to @DrEugeniaCheng @MathPrinceps and

      sigh...one only obtains long term memory thru repeated practice. Also known as "rote".pic.twitter.com/sua4YtETmD

      2 replies 0 retweets 0 likes
      Laurens Gunnarsen‏ @MathPrinceps 16 Aug 2018
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      Replying to @TaraMathBC @DrEugeniaCheng and

      Why, then, do students who "successfully" engaged in repeated practice of the division of fractions not retain their skill in this activity? Why do so many college graduates not recall how to divide 11/31 by -53/97?

      10:52 PM - 16 Aug 2018
      1 reply 0 retweets 0 likes
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        2. Tara Houle‏ @TaraMathBC 16 Aug 2018
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          Replying to @MathPrinceps @DrEugeniaCheng and

          because they haven't MASTERED this basic math skill. Use of calculators and other manipulatives have inhibited their ability to do so. Simply "knowing" isn't good enuf. Without mastery long term memory cannot occur http://www.psy.cmu.edu/~siegler/Siegler-etal-inpressPsySci.pdf ….

          1 reply 0 retweets 0 likes
        3. Laurens Gunnarsen‏ @MathPrinceps 16 Aug 2018
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          Replying to @TaraMathBC @DrEugeniaCheng and

          @TaraMathBC: See Bahrick & Hall (1991) J. Exp. Psych.: General, 120, pp. 20-33. Learners of algebra whose practice persisted only while it was imposed on them did not retain much. If practice is miserable, no one will persist in it once the obligation to persist is removed.

          1 reply 0 retweets 0 likes
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