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Read more 6 attachments Congress Strasbourg – Workshop “Mathematical Creation” By Monique Quertier 28/08/09 – 13: 44 in: Gr. math minutes Congress a Maths teaching Principles technical> natural method teaching techniques> mathematical creation mathematical creation workshops at the Congress of Strasbourg Monique Quertier report written by Monique that animated these two workshops in the hall of math sector, presence of Remi Jacquet, head of the sector. Add new comment Read more 1 2 next> last »
In: Educational Publishing Co ICEM For teachers teaching maths review Principles> natural method February 2004 Where do the math to ICEM from Freinet and living calculation Paul Le Bohec and natural method?
What now are our practices, inputs? Here are some answers, with the reflection of Paul, the work of the math project and the presentation of Claude Beaunis. To extend your reading, I invite you to visit the construction site math and those of Claude Where IS THE MATH OF NATURAL METHOD? For some time, I wondered where was the natural method of math that had appeared in my class, the only time I had the same group of children for three successive years.
But the message of Claude Beaunis on Freinet list prompted me to go to the end of my questioning. And despite the lack of documents obtained, I thought, despite his weakness, she had stood the test of time. I am so greatly pleased for the children who can benefit. This is the danger was great for this wretched creature.
I had realized at a conference of Caen. I had first presented to instits and it worked very well. But with teachers of math, the failure was total. From the first creations, they had unleashed. Too passionate about math, they could take enough distance with their pleasure to be interested in teaching.
They sought above all to replace the unusual creations in their boxes already installed. Or: “The only things that threaten science are psychological – the lack of imagination – and methodological – excessive importance given to the precision and formalization” (Karl Popper). The natural method is threatened in all areas. For example, when an artist involves in classrooms, we can fear the worst. Indeed, it tends to select among the aspects of the world only those who make him happy.
If he loves the shade, it will suffer a contrast too pushed. If he does worry that a balanced composition, the disorder will make the sick. But some children need the contrast, the tear, the monochrome, pointillism, miniature … The range offered to children should not be opened only half.
However, it is possible for an artist to succeed his education if he is both lover and teacher of his art. This is allowed to Monique Quertier and Parisian friends to support the newborn child. But since then, the atmosphere did not she flawed?
Has it not been condemned to try to give the “controllers” pledges of the seriousness of the method by addressing, for example, to help fix a concept addressed by the construction of consolidation sheets. Yes, the requirement of short-term results does not break the process?
It’s a shame to put knowledge at the center, as is the current Minister, because the profits are meager, whereas if it is the child placed therein, acquisitions are not only much more numerous but they are mostly better integrated because memory is related to the emotions. But now, can anyone afford, if only for three months or even a month, to see what happens when we let things unfold freely? Because, to me, this is the natural method.
The pressure of the environment being what it is, there’s probably no way around it. I also wonder if we sleep through his room for fantasy, for it is an essential element of learning. has long been known as “homo” is “Clemens sapiens” (Lorentz said homo ludens). “The most extravagant proposals are the most interesting because they put the emotion in community” (Popper). “The noise (disturbance) requires the group self-organizing to respond positively to find a new balance. “(Atlan).
But teachers today they are able to accept a bit of insecurity? On the threshold of my pedagogical maturity (20 years in the business), I was gradually achieved. And in all areas, I knew then how the acceptance of any unusual element allowed to make leaps in terms of knowledge.
A copy of the absence of a creation, a Chinese invention, a dialogue with a bird, a singing improvisation, a tip, a misunderstanding, a remark pincc-in-cheek, a piece of cardboard folded in half .. . opened unsuspected and final runs. In math, that opportunities to CE2: linear equations, vectors additions, equivalence classes, binary, negative exponents, operations of discussions with unknown thousand things … certainly not firmly and permanently hanging, but as constituting a solid bridgehead for conquests of future knowledge.
What appeared to me also is that when this is not stopped, each has only one line of development. There is no set way. This the Freinetistes are well placed to understand, especially those in the list. Indeed, in this particular environment of the mp, each teacher follows his own line of development according to their personal data and its working conditions.
Obviously, other cheminent their side. We know what they do but borrows them to incorporate his own construction chain that what goes in his direction. It’s the same for children. Everyone on the basis of its own data – homework or home work
temperament, family, early childhood … that would follow his own way if he was allowed to leave and walk.
For us, it was possible. Also, in math, at some point, Joelle created, Patrick grew, Patrice realized, Eric ergotait Michel vectorisait Francis scrutinized and spotted … But it is better to give the example of a completed course the interesting example a personal journey: the PC, Patrice “manual director” factory in too thick cardboard box a wave.
It is more successful a second, then a third, (What triggers a strong crisis in the class) then it continues much on his experiences online, and some of the other always trying to find the real a confirmation or a practical application of ideas or “theories” issued. And then he discovered with joy the son cage. It invests it immediately with the help of Remi. It is in the concrete-abstract, realizing with the son, not the objects, but object shapes, as these car skeletons creating desktop.
Later, he made a technical drawer, and then became head of works in the building thoroughly enjoying his wonderful ability to visualize immediately in three dimensions which the two is that the architect blue. At its point of view, it is the job with the cage son who had with the sense of space. In his job, he also found his creativity old and his ability to lead groups as he did with the other students, happy to help realize the “machines more” and the choreography he imagined.
As homogeneous trajectory is certainly rare, but in some areas, however, we can have a glimpse; drawing, for example: 19 children = 19 course. In natural method of math, everyone could go far if he were given the opportunity. And as I already mentioned otherwise, without fear that important and even necessary areas are addressed. “Everything is contingent” But we must not dream too much: it is possible only in classes at several courses and, perhaps, only in single classes, when we knew install adequate structures, like Bernard Collot had.