Comments on: If Math Is Basketball, Let Students Play The Game /2012/if-math-is-basketball-let-students-play-the-game/ less helpful Tue, 06 Nov 2012 21:07:19 +0000 hourly 1 https://wordpress.org/?v=6.8.2 By: Math And Practice /2012/if-math-is-basketball-let-students-play-the-game/#comment-564540 Tue, 06 Nov 2012 21:07:19 +0000 /?p=14425#comment-564540 […] /?p=14425 Tags: Dan Meyer, Enjoying math, Math, Practicing Math […]

]]> By: This Week’s “Links I Should Have Posted About, But Didn’t” | Larry Ferlazzo’s Websites of the Day… /2012/if-math-is-basketball-let-students-play-the-game/#comment-490135 Tue, 14 Aug 2012 04:16:13 +0000 /?p=14425#comment-490135 […] If Math Is Basketball, Let Students Play The Game is by Dan Meyer, and is just a very thoughtful commentary on teaching and applicable to all subjects. His comments can be applied to some recent additions I’ve made to The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom questioning whether students have to start at lower levels of thinking in order to “build-up” to the higher ones, so I’m adding it to that list. […]

]]> By: dy/dan » Blog Archive » If Math Is Basketball, Let Students Play The Game /2012/if-math-is-basketball-let-students-play-the-game/#comment-475663 Sat, 21 Jul 2012 22:35:47 +0000 /?p=14425#comment-475663 […] Jeff de Varona: Am I the only one who is reminded of The Karate Kid? Mr. Miagi has Daniel do crazy, de-contextualized drills without knowing their purpose. In the end it works (because it’s a movie), but in the meantime Daniel gets extremely frustrated and wants to give up. Perhaps if Mr. Miagi had made it more clear what the “cool results” would be or how he would be “painting the fence” and “sanding the floor” in a tournament, Daniel-san would have been more than happy to wax all his cars. […]

]]> By: dy/dan » Blog Archive » [LOA] The Place Where Language And Math Make Friends /2012/if-math-is-basketball-let-students-play-the-game/#comment-475170 Sat, 21 Jul 2012 03:51:17 +0000 /?p=14425#comment-475170 […] drawing a line to this post. This process of abstracting, of leaving characteristics out, is an indispensable […]

]]> By: Kevin Hall /2012/if-math-is-basketball-let-students-play-the-game/#comment-474350 Thu, 19 Jul 2012 21:49:57 +0000 /?p=14425#comment-474350 Never mind, I’m new to your blog and just noticed you’ve already had a long conversation on Sweller and motivation, mainly getting at the point the boring nature of studying worked examples. By the way, since I’m new here, I’d like to say NICE BLOG. Oh, and I’m going to try that Simpsons Sunblock activity next year, so thanks to your troll for continually bringing it up so I noticed it :)

I basically agree with the other commenter from your earlier Sweller thread, who said worked examples can be compatible with inquiry and PBL. My reading of the literature is minimally-guided instruction is most effective when it’s followed by drill practice after the inquiry phase.
(For example: Dean, D., & Kuhn, D. (2006). Direct instruction vs. discovery: The long view. Science Education, 91, 384 —397). That’s where worked examples have their place, in my opinion.

In case people think the research by Sweller (1985) is outdated, there are tons of studies since Sweller that also support the worked example effect (e.g., this one from 2010: http://www.springerlink.com/content/r7582501251686l6/ ) .

Anyways, nice blog, and thanks for all the good lesson ideas!

]]> By: Kevin Hall /2012/if-math-is-basketball-let-students-play-the-game/#comment-474292 Thu, 19 Jul 2012 19:39:59 +0000 /?p=14425#comment-474292 Cool, didn’t know that. I was interpreting your comment as questioning the validity of the worked example effect for novice learners. My point was that enough experimental studies have been done on it in the math domain to address any potential limitations in De Groot’s work (with which I am not familiar). In particular, the worked example effect has so far been shown to be strongest for novice learners and to lose effectiveness as the subject’s skill develops, in what’s known as the expertise reversal effect.

This doesn’t mean it’s okay to start class with a long sequence of boring worked examples. It just means that it’s a good way to speed up and improve student’s performance on practice problems. I’m curious what you think.

]]> By: Dan Meyer /2012/if-math-is-basketball-let-students-play-the-game/#comment-474249 Thu, 19 Jul 2012 17:33:01 +0000 /?p=14425#comment-474249 Hi Kevin, here is a search in Google scholar for articles that cite De Groot’s Thought and Choice in Chess. You’ll find John Sweller cropping up frequently.

]]> By: Kevin Hall /2012/if-math-is-basketball-let-students-play-the-game/#comment-474214 Thu, 19 Jul 2012 16:22:53 +0000 /?p=14425#comment-474214 …and, I should add, none of those studies (that I’m aware of) relate to chess.

]]> By: Kevin Hall /2012/if-math-is-basketball-let-students-play-the-game/#comment-474212 Thu, 19 Jul 2012 16:18:44 +0000 /?p=14425#comment-474212 I don’t think it’s correct that the worked example literature relies heavily on chess studies. The “experimental support” section and the references list on this page point to peer-reviewed journal articles backing up the worked example effect.

http://learnlab.org/research/wiki/index.php/Worked_example_principle

]]> By: Ms. Warren /2012/if-math-is-basketball-let-students-play-the-game/#comment-473790 Wed, 18 Jul 2012 22:45:50 +0000 /?p=14425#comment-473790 Great post! I always remind my students that if you persevere through all of you mathematical challenges it will pay off.

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