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	<title>
	Comments on: Visual Math Instruction: Premium Grade	</title>
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	<description>less helpful</description>
	<lastBuildDate>Fri, 23 Jan 2009 01:45:36 +0000</lastBuildDate>
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		<title>
		By: Nick		</title>
		<link>/2009/visual-math-instruction-premium-grade/#comment-203530</link>

		<dc:creator><![CDATA[Nick]]></dc:creator>
		<pubDate>Fri, 23 Jan 2009 01:45:36 +0000</pubDate>
		<guid isPermaLink="false">/?p=2810#comment-203530</guid>

					<description><![CDATA[Elert&#039;s work is amazing. This guy could probably take over the internet during his prep if he wasn&#039;t busy meeting with his students every moment. He&#039;s got a detailed bike journey across the country with all sorts of number crunching. Clips of jackass for physics: raw.]]></description>
			<content:encoded><![CDATA[<p>Elert&#8217;s work is amazing. This guy could probably take over the internet during his prep if he wasn&#8217;t busy meeting with his students every moment. He&#8217;s got a detailed bike journey across the country with all sorts of number crunching. Clips of jackass for physics: raw.</p>
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		<title>
		By: Kate		</title>
		<link>/2009/visual-math-instruction-premium-grade/#comment-203384</link>

		<dc:creator><![CDATA[Kate]]></dc:creator>
		<pubDate>Thu, 22 Jan 2009 12:02:25 +0000</pubDate>
		<guid isPermaLink="false">/?p=2810#comment-203384</guid>

					<description><![CDATA[&quot;some pyramid which has yet to be named&quot; - &#060;a href=&quot;http://images.rbs.org/cognitive/van_hiele.shtml&quot;&#060;check out the van Hiele&#039;s&lt;/a&gt;.  OK it&#039;s not a pyramid but I read some of their work in a grad class and it makes alot of sense.

After seeing I think a link in your comments, I ordered one of the problem pictures CD&#039;s.  Can&#039;t wait to check it out.]]></description>
			<content:encoded><![CDATA[<p>&#8220;some pyramid which has yet to be named&#8221; &#8211; &lt;a href=&#8221;http://images.rbs.org/cognitive/van_hiele.shtml&#8221;&lt;check out the van Hiele&#8217;s.  OK it&#8217;s not a pyramid but I read some of their work in a grad class and it makes alot of sense.</p>
<p>After seeing I think a link in your comments, I ordered one of the problem pictures CD&#8217;s.  Can&#8217;t wait to check it out.</p>
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		<title>
		By: Jason Dyer		</title>
		<link>/2009/visual-math-instruction-premium-grade/#comment-203279</link>

		<dc:creator><![CDATA[Jason Dyer]]></dc:creator>
		<pubDate>Thu, 22 Jan 2009 03:39:25 +0000</pubDate>
		<guid isPermaLink="false">/?p=2810#comment-203279</guid>

					<description><![CDATA[@Dan: I was actually thinking of how emulators have an option for a precise framerate display.

Now, in terms of practical reality of what teachers would have the tech-savvy to handle, video is certainly the better option.

@kevin: Yeah, these sorts of assignments can be a classroom management nightmare.]]></description>
			<content:encoded><![CDATA[<p>@Dan: I was actually thinking of how emulators have an option for a precise framerate display.</p>
<p>Now, in terms of practical reality of what teachers would have the tech-savvy to handle, video is certainly the better option.</p>
<p>@kevin: Yeah, these sorts of assignments can be a classroom management nightmare.</p>
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		<title>
		By: MrTeach		</title>
		<link>/2009/visual-math-instruction-premium-grade/#comment-203261</link>

		<dc:creator><![CDATA[MrTeach]]></dc:creator>
		<pubDate>Thu, 22 Jan 2009 01:40:05 +0000</pubDate>
		<guid isPermaLink="false">/?p=2810#comment-203261</guid>

					<description><![CDATA[Then your smart kids could try to figure out just what the hell was special about Princess in Mario 2, why could she fly?  Would her dress really help her that much?  At all?]]></description>
			<content:encoded><![CDATA[<p>Then your smart kids could try to figure out just what the hell was special about Princess in Mario 2, why could she fly?  Would her dress really help her that much?  At all?</p>
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		<title>
		By: Dan Meyer		</title>
		<link>/2009/visual-math-instruction-premium-grade/#comment-203227</link>

		<dc:creator><![CDATA[Dan Meyer]]></dc:creator>
		<pubDate>Wed, 21 Jan 2009 22:23:23 +0000</pubDate>
		<guid isPermaLink="false">/?p=2810#comment-203227</guid>

					<description><![CDATA[I dunno, &lt;strong&gt;Jason&lt;/strong&gt;. Much of this work depends on frame-precision measurement, which seems easier to acquire with QuickTime playback, rather than with real-time. I&#039;ll have to think on it.]]></description>
			<content:encoded><![CDATA[<p>I dunno, <strong>Jason</strong>. Much of this work depends on frame-precision measurement, which seems easier to acquire with QuickTime playback, rather than with real-time. I&#8217;ll have to think on it.</p>
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		<title>
		By: kevin		</title>
		<link>/2009/visual-math-instruction-premium-grade/#comment-203217</link>

		<dc:creator><![CDATA[kevin]]></dc:creator>
		<pubDate>Wed, 21 Jan 2009 21:52:55 +0000</pubDate>
		<guid isPermaLink="false">/?p=2810#comment-203217</guid>

					<description><![CDATA[Having the actual game will mainly encourage kids to experiment with &quot;how much playing can I get away with as pretending to do something meaningful?&quot;]]></description>
			<content:encoded><![CDATA[<p>Having the actual game will mainly encourage kids to experiment with &#8220;how much playing can I get away with as pretending to do something meaningful?&#8221;</p>
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		<title>
		By: Jason Dyer		</title>
		<link>/2009/visual-math-instruction-premium-grade/#comment-203201</link>

		<dc:creator><![CDATA[Jason Dyer]]></dc:creator>
		<pubDate>Wed, 21 Jan 2009 20:44:08 +0000</pubDate>
		<guid isPermaLink="false">/?p=2810#comment-203201</guid>

					<description><![CDATA[I was thinking the same thing when I saw the lesson. A frame counter would also be helpful.

In truth, the best thing would be to have the actual game there, not just a video to analyze. Then students could experiment and bring up questions like -- what if Mario hits something on the way up? what about the underwater levels? Is there a terminal velocity?]]></description>
			<content:encoded><![CDATA[<p>I was thinking the same thing when I saw the lesson. A frame counter would also be helpful.</p>
<p>In truth, the best thing would be to have the actual game there, not just a video to analyze. Then students could experiment and bring up questions like &#8212; what if Mario hits something on the way up? what about the underwater levels? Is there a terminal velocity?</p>
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