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“…even if they're very abstract, can appear to be almost visual, intuitive"

“…even if they're very abstract, can appear to be almost visual, intuitive". Music = other art form related to music. “…mathematical relationships between…frequency [and] notes”. Both have constants and variables. Other testing format. Art provides other testing format.

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“…even if they're very abstract, can appear to be almost visual, intuitive"

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  1. “…even if they're very abstract, can appear to be almost visual, intuitive"

  2. Music = other art form related to music

  3. “…mathematical relationships between…frequency [and] notes”

  4. Both have constants and variables

  5. Other testing format Art provides other testing format

  6. Ex: Designing a geometric theme park

  7. Introduce CPMP

  8. Four Courses that increase in difficulty • f

  9. f Courses1-3: Algebra – Pre-Calc

  10. Course 4: More detail + Calculus

  11. “CPMP [students]…more positively disposed toward mathematics…”

  12. CPMP builds stronger understanding

  13. Increased interest in math

  14. CPMP incorporates Realistic Math Education

  15. RME takes advantage of one carefully chosen problem

  16. Develop math skills while solving

  17. Teaches “Guided Reinvention

  18. Guided Reinvention – encouraging student’s own methods for solving math

  19. CPMP is cooperative

  20. Group work encouraged help…

  21. …and allowed student to see others tackle problems

  22. “…because of CPMP…took third year of math”

  23. What do the opponents say?

  24. Why change what is working?

  25. Comfortable with current curriculum

  26. Confidence in movement is shaken

  27. “Reincarnation of ‘new math’ movement”

  28. Both stem from societal discontent

  29. Both added new content to K-12 curriculum

  30. “New math” focused on set theory and rigorous proof (deductive reasoning

  31. Current reform focuses on real-world application through experimentation

  32. “new math” failed miserably

  33. What are the differences?

  34. Pedagogy (art of teaching)

  35. “New math” wanted students “actively participate in the construction of knowledge”

  36. Our movement desires students discover their own, personal knowledge

  37. These differences warrant a chance for success!

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