Subject: MathAgain

Posted by Pedro D. Almaguer Prado on 12/8/2010
In Reply To:MathAgain Posted by Tim Joy on 12/8/2010

Message:

No doubt the system dynamics is very promising not only for teaching mathematics, history, social science, sustainable environment, biology, literature, foreign language teaching and science of course, have the potential to SD inserted in the various branches of the curriculum and create a revolution in education.

Annex two videos that will help them understand the paradigm shifts that are living now implemented the educational model and a second that invites us to reflect on the cultural change we are experiencing and especially our youth.

Now we must take into account that in these years is occurring phenomenon such as occurred in 1974 when we used slide rules and calculators arrived and no longer was necessary to know the functions of sine and cosine series consisted of arithmetic,you're just turned into a button and presto, similar thing happens now with the integration and management of derivatives, although it is necessary to understand its concepts and to serve or how they should be applied and this can serve much the analogy bathtubs and their flows gives us the stock and flow diagrams.

http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=related


http://www.youtube.com/watch?v=A3oIiH7BLmg&feature=player_embedded
Put the other hand we have a curriculum divided into plots that follow different paths with different languages and symbols, with the production of results based on batch-style process used for the industrial era, with many classes taught without taking into account student learning styles, without having an inventory of talent, social and emotional intelligence, team roles, multiple intelligences gardner systemic or skills necessary for future decision making, if we leave this available to every teacher in the classroom, we are educating blind.

So I think SD and its tools have a tremendous impact on the redesign of what we do, to start as everything is in graph form, this is as a lingua franca that can enter any path be it social sciences, history, planning, etc. to serve as a new universal language that everybody can understand including changing many classes that are still being taught with methods of storage as with history classes, where SD allows us to link all the events in cycles cause effect to see the history with one foot forward and not as isolated facts to back.

Same goes with math, we should take the example of testing Sterman of MIT on systemic skills where people have failed including masters and doctoral level in various areas of development, this has been replicated in several universities in the world in countries like Norway, Germany and some in Asia and how the teaching of SD in young K12 led by Diana M. Fisher have been better evaluated than in MIT where even with their academic strength, these PHD do not understand the basic concepts of a derivative of a comprehensive, universal formula of the material balance (input - output + Production - Consumption = Accumulation) that is key to understanding the functioning of the Bathtub of Sterman.

Tim Without doubt we are living modern times, and the school is rooted in the industrial processes and not in the services era where the teaching of statistics becomes key.

It is my opinion that I hope will be useful, this is not just happening in K12, so we live.

Many greetings from Monterrey, Mexico.