Marsigit Dr MA • Outside perception is sometime not good to the students, because they tend to judge rather than to facilitate.
Marsigit Dr MA :
@Elias Gourtsoyannis: I am more concerned about LEARNING MATH rather than TEACHING MATH. So I am more concerned about how the student learn math rather than WHO TEACH MATH. Hence, theories of learning math should come first; it should come before theories of teaching.
Behnaz Herbst, MSc.OCT:
Elias, thanks for your comment, but I was not referring to enactivism or the theory of embodied mind, brought forward by Humberto Maturana. I am simply stating that there are better ways to teach math. We don't know a lot of things about how the brain works, but we know some stuff and we better start using these facts. For instance, we should teach in 15 minute sessions with a couple of minutes of rest in between and repeat every hour of teaching after an hour, the next day (a 5 minute review), in one week, and then in one month if we want the information to be submitted to the long - term memory. We need to teach our students that when it comes to learning, brain cannot multitask, so they should not be watching TV and texting their friends while doing their homework! In a recent study, children who jogged for 30 minutes 3 times a week showed significant academic improvement compared to those who did not exercise. Physical activity is a must when it comes to cognitive performance. It would be nice if the neuroscientists and educators would collaborate and do real - life research together. Don't you think?
Elias Gourtsoyannis :
@Marsigit. Thank you for your kind comments. A noted worker in the field of ancient mathematics is Serafina Cuomo. Her main concern is to determine the self-image of ancient mathematicians from the professional point of view. In other words, how did these ancient mathematicians see themselves? As practical advisers, as researchers-scholars, or what? Daily bills had still to be paid, presumably! She has also written on Pappus, the Alexandrian mathematician.