The site author in 1981 met inductive
principles for instruction that called for instruction or course
delivery to be an art in which teachers had means to develop skills
directly and effectively, and in which teachers would take students
back before the source of difficulties to rebuild confidence and then
to overcome or circumvent the source. Inductive principles for
education or it completeness provide the motivation for site books and
further site material. Master of mathematical induction know by analogy
how inductive principles for instruction may fail. That sets a standard
for course design and delivery - easier to state than deliver.
Judge the completeness of site material by that standard.
According to performance measurement and evaluation classes followed at
McGill University in spring 2005, unfairness in education comes from
testing or demanding mastery skills and knowledge which has not be taught
or developed directly and clearly. So fairness principles require all
testable skills and knowledge be developed directly and clearly.
Mathematics education in secondary school and knowledge in ignorance
of methods to develop algebraic skills and concepts directly and
clearly has been unfair to many generations of students.
In the absence of direct methods for teaching algebra by itself and in
further subjects to say level of calculus, mathematics education has
filtered students according to natural talent obtained via exposure
to algebra in place of directly developed talent. Because of the
ignorance, course design has said teacher should help student master
algebra in place of saying teach it. Site methods for developing
algebraic skills and concepts provide a remedy, one that agrees with
inductive principles for instruction in mathematics education from
arithmetic to calculus.
Conclusion: Fairness in Course Design - impossible when methods
to directly and clearly explain are missing.
|
|