Learn Science, Learn Math, Learn to Teach Science and Math, by Hedy Moscovici, Penny J. Gilmer, Katherine C. Wieseman

By Hedy Moscovici, Penny J. Gilmer, Katherine C. Wieseman

Dr. Hedy Moscovici's existence on 3 continents and her conflict with ovarian melanoma formed the original co-learning and participative management point of view on technological know-how and arithmetic schooling shared during this e-book. this article has a number of audiences - potential and practising lecturers eager to inspire their scholars to profit, technological know-how and arithmetic educators mentoring academics to turn into transformative intellectuals and significant pedagogues, mom and dad drawn to their kid's development, and policymakers and public wishing to deepen their realizing approximately studying typically and academic matters in technological know-how and arithmetic. mottos, "I cannot study from you if you cannot examine from me" and "to educate is to profit twice," summarize the essence of her message. The highlight is at the serious interdependence of things, in particular human skill to build knowing; necessity of disequilibrium to spark neural rewiring; cognition-emotion (pleasure vs. soreness, even technological know-how or math phobia) connections; sociocultural context; difficulty created by way of the absence of a truly reliable "learning meter" for a society valuing aim size of caliber of studying; human relationships sustained through 3 R's (rights, duties, respect); and, heightened wisdom of strength relationships resulting in a spirit of collaboration, attractiveness of every individual's strengths and services; and important pedagogy.

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Here is an example of how Ms. Bayer would use her charm to make us think in first grade. Arithmetic time – I love it. Somehow mental mathematics and common sense help me with the problems in the book as well as with the exercises. I have some issues with having to show her my work, as it is boring once I know the final result that is usually correct. Ms. Bayer comes in with an uncut loaf of white regular bread, places it on her desk, measures it, and then cuts it into two halves. She asks us to tell her how much of the loaf is each part – very easy, it is half.

YOU KNOW SCIENCE AND MATHEMATICS? SO, WHAT DOES IT MEAN TO KNOW SCIENCE AND MATHEMATICS? As previously mentioned in this chapter, the meaning of knowing science and mathematics is the ability of individuals to engage in learning these subjects in specific contexts and in using the assessment system that collects information pertaining to learned material. Cohesiveness between learning and assessing in science and mathematics is a must (Daniels & Bizar, 2005). In the following paragraphs I underline the characteristics of the learning experiences in science and mathematics that have high potential in terms of learning (Glasersfeld, 1988; Tobin, 1993b; Zoller, 2001).

In Science Education at Florida State University, under the leadership of Professor Ken Tobin, a well-known science educator, whom Israeli science educators had recommended to me. While I was involved in my studies, my husband, Uri, and I were involved in our sons’ schooling (ages four, eight, and twelve). School boundaries determined the student population for K-12 education system in Tallahassee, Florida, USA. The University Student Housing (where we resided) was located in a low socioeconomic area.

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