June 2, 2012, 10:27 am
Online educational startup Udacity, with whom I had a very positive experience while taking their CS 101 course, is taking things a bit further by partnering with Pearson. They’ll be using Pearson VUE testing centers worldwide to provide proctored final exams for some of their courses (presumably all of their courses will be included eventually), leading to an official credential and participation in a job placement service.
Before, students watched the videos and did homework assignments online and then took a final exam at the end of the semester. In the first offering of CS 101, the “grade” for the course (the kind of certificate you got from Udacity) depended on either an average of homework scores and the final exam or on the final exam alone. Most Udacity courses these days just use the final exam. But the exam is untimed and unproctored, and there’s absolutely nothing…
October 26, 2010, 12:00 pm
Here’s another question about the same enVisionMATH worksheet we first met yesterday. Take a look at this section, and think about the mental processes you’d use to answer each of these problems:
Got it? Now, let me zoom out a little and show you a part of the worksheet you didn’t see before:
If you’re late to the party and don’t know what’s meant by “near doubles” and the arithmetic rules that enVisionMATH attaches to near doubles, read this post first. Questions:
- Now that you know that these are supposed to be exercises about near doubles, does that change the mental processes you selected earlier for working the problems?
- Should it?
October 25, 2010, 8:52 pm
The 6-year old had Fall Break last week, so no homework and no enVisionMATH-blogging for me. Tonight, however, she brought home a new worksheet for her weekly homework, and a couple of things caught my eye. I thought I’d throw those out there to you all, along with a question or two, as a two-part blog post.
For the first post, take a look at this (click to enlarge):
- In your own words, preferably those that a smart 6-year old could understand, what is the basic principle that this page is trying to get across?
- What technique does this worksheet want kids to use when doing the Algebra problems?
- What’s your opinion about the principle/technique you think the worksheet is trying to communciate? Reasonable? Natural? Likely to be useful, or used frequently later on?
October 13, 2010, 7:42 pm
The last post about enVisionMATH and how I, as a math person and dad, go about trying to make sense of what my 6-year old brings home from first grade seems to have struck a chord among parents. The comments have been outstanding and there seems to be a real need for this kind of conversation. So I have a few more such posts coming up soon, starting with this one.
The 6-year old brought this home on Monday. Click to enlarge:
It’s about adding “near doubles”, like 3 + 4 or 2 + 3. In case you can’t read the top part or can’t enlarge the photo, here are the steps — yes, there are steps, and that’s kind of the point of this post — for adding near doubles:
- “You can use a double to add a near double.” It gives: 4 + 5 and shows four blue balls and five green balls.
- “First double the 4″. It shows 4 + 4 = 8, and the four blue balls, and four of the green balls with the extra green ball…