I’m a robotics coach for a crew of fourth graders — and they’re working on a math project where they create their own game. By editing the rules, adjusting the variables, and testing it, they’re learning about direct/inverse relationships, optimization, interm. val. th. and more!
How can we possibly give them a ball until they've mastered the fundamentals?https://twitter.com/paulg/status/1074247909724614656 …
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I wish all learning was more exploratory, because once we get past the fundamentals — once we start pushing the boundaries of knowledge — that’s pretty much what the “big kid” scientists do for a living right?
End of conversation
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Because that how all kids (and adults) learn everything best. First they play, then you help them learn why the things are doing the stuff, then you cement that in their brains by giving them the rules. There's harm to be had by explaining things to death, then letting them play.
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I would argue we don't even tell them the object of the game, or model having fun playing it
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you raise an excellent question Mason. the optimal solution is actually an approximation of how children learn the formalism in grammar class coupled with the 'playful' experimentation in dialogue with peers and adults; which still offers the possibility of formal correction
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To be fair that approach worked in the popular movie Coach Carter.
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