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abandonned mathematics education program) >> More
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LAMP Implementation - Ends, Values & Means
LAMP includes a context for each skill and
context in it, or an explanation of why each skill and
concept in it should be mastered, albeit the explanation why need
not please everyone. The aim is a practical and
operational command of mathematics - that needed in every day
life for home and work in town or out on land or sea. Yet
there is cultural bias in this. The basic quantitative
skills and concepts developed here reflect the cumulative
agricultural, trading, construction and travel needs of ancient
to present day societies where for better or worse work,
production and distribution is divided in a multi-layered manner
between in-town and out-of-town activities.
Besides mastery of mathematical methods through practice, by rote
if need-be in basic instruction, and through the thought-based
development of skills and concepts in both basic and advanced
instruction, the LAMP program aims for operational command of
skills and concepts in a practical, observable, repeatable,
reproducible and verifiable manner.
Skills and confidence is based on an operational
command of step-by-step methods in arithmetic, geometry and
algebra. Those methods followed with care should give repeatable,
reproducible, observable and hence verifiable or correctable
results. Thought based development of skills and concepts
is available for students who want it, and optional except in
situation that development aids mastery of operations.
Anticipation: Guides and course material
for this program should be clearly written so that students,
parents and teachers able to read and write at a college, or
better yet at a senior high school or secondary or even
lower level, may easily understand and explain all details.
Guides and courses materials will be checked by mathematicians
for logical development, consistency and completeness of
exposition; by editors for grammar and proper diction; by
teachers, students and parents for readability, clarity and
usability. In guides and course materials, small step
methods are provided for instruction which each skill and concept
is a consequence of a sequence of smaller steps, each for
independent development and verification. Guides and course
material include step, skill and concept checklists for student,
parent and teachers use. All is written in accordance with
inductive principles for instruction.
Guides and course materials for this program should be based on
inductive principles for instruction which eliminate or reduce the
need for natural talent (the ability to understand when not all is
explained) by providing smaller steps for learning and teaching.
Ease of comprehension and effectiveness will be criteria for
iterative trial and testing, refinement, and eventually
replacement of this program and its materials.
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The development of mathematics for TCPITS in LAMP basic and
advance levels is lean as it focuses on skills and topics likely
to be of interest or service to students in their current or
adult lives. The emphasis here is on mastery of
formulas and methods with repeatable and reproducible results to
build skills and confidence with comprehension of reasons why the
methods work, desirable but optional. For TCPITS
benefit, delay or prolong the preparation for calculus by
covering and describing as completely as is possible, the
situations in which arithmetic, algebraic and geometric figuring
is likely to be of service in home, work, society and monetary
matters. That should give greater satisfaction and turn TCPITs
into an advocate of basic skill and concept development for
others, his or her children included. That may end a vicious
cycle in mathematics education, and begin a pleasant one
Mathematics for TCPITs includes ends, values and means for
that.
In modern life, imagine if numbers were not
present. There would be no clocks to tell us the time of
day; no numbering of the days of the month from 0 to 28, 29, 30
or 31; there would be no bus nor train schedules; there would no
number-based coins and bills (money) for the buying and selling
of goods and services, and the payment of duties and taxes; and
there no measures of length, time and amounta (weights or masses)
at home in the kitchen, in market places and in garages.
Numbers everywhere keep us on time and help track our
activities.
- The study of logic is valued for that combination and for its
contribution to precision reading and writing, two aids or musts
for work and study in all disciplines. The great emphasis is in
part deliberate and in part a consequence of grouping together in
in so-called advanced instruction, those skills and concepts where
that emphasis appear to be required for full mastery and
comprehension. An operational or applied mathematics style,
thought-based development of mathematics with the aid of logic,
arithmetic and drawings provides a story or stories (theories if
you like) to tell and follow in a repeatable and reproducible
manner for the sake of a greater and fuller account, explanation
and connection of skills and concepts.
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The preparation for calculus in the advance portion of LAMP
is also lean. It stems from a critical path viewpoint
of skill and concept development, so that calculus
prerequisites are clearly identified and topics not strictly
needed are identified as optional.
The optional parts of LAMP of value in themselves also have
some value in strengthening and reinforcing arithmetic,
algebraic and logic abilities. The difficulty of these
optional parts of LAMP is not greater than other parts that
student are likely to meet and master. These optional
parts should do no harm and have some benefit.
Simply put, calculus is the key to college level studies in
accounting, business, heath, engineering, science and
mathematics. It requires the study and mastery of topic not of
immediate use to TCPITS. Those topics are clearly identified,
so students know why they are present - have at least one
reason for the study of those topics. Readers may see further
reason not yet known to this author. LAMP briefly describes for
the sake of some completeness and for the sake of providing
advice and directions, topics that are archaic or add
needless difficulties or hurdles in to objectives of providing
TCPITs with a practical command of mathematics and, if desired,
with preparation for calculus.
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LAMP also follows a just in time philosophy. Elements of
mathematics needed after calculus are not covered or marked as
extras. But LAMP also has a cross-curricula component.
It covers, develops or mentions algebraic skills and concepts
likely to be met in the pre-calculus study of science and (?)
technology. LAMP points outs connections between application -
how mathematics in one situation is similar to that in another.
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Secondary
Mathematics for Ages 11+, A Practical Approach for home-tutoring or -schooling, or for schools & colleges
with local curriculum control. Study how to include site content - its skill development how-TOs and innovations
into present or future lesson plans - some reading required.
Road
Safety Messages and Questions: When and why should you face
traffic when walking along a road or cycle path? Is it a good
idea to hang limbs outside of cars etc? What gives more
protection in a crash: a car, motorbike or bicycle?
See too, the BBC-Belgium story Texting and
Driving - texting & the impossible test - the article links to a gruesome utube video on the subject
The Logic of Injustice:
How Texas sent
an innocent man to his death - The wrong Carlos. Some judgments are irreversible. Procescution: Where and when prosectors play to win rather than for
justice, guilt beyond a reasonable doubt goes unrespected due to prosecutors who putting winning
first, those innocence before the law may be convicted. Some procescutors offices in continuing to accuse after a pardon
due to reasonable doubt or innocent being shown, may sucessfully oppose compensaton for false convictions
by asserting a pardon individual is still under suspicion. Then the pardoned individual or the latter's estate
is not compensation for years or decade
of improper or false imprisonment, or for execution. Site chapters on Logic
and some in Pattern
Based Reason may slowly lead to greater precision in reading, applying and
writing laws.
May 2012, Composition Starting:
Pre-School and Primary Mathematics - Quantitative Skills, An
Intellectual View, Feedback Welcome:
The 8 Most Popular Site Inlinks
Parent Center: Help your child or teen
learn:
Parent-friendly
Work Booklets for ages 3+ to 13 Use these or others to check
or build skills. Other booklets are available but these booklets
allow parents unsure of themselves in mathematics to help their
children. The selection acquired in Canada is published in the
USA. So it has a US orientation. In retrospect, the selection
shows parents what to check with the booklets or by other ways,
the choice is theirs. But in retrospect, the selection does not
cover integral and fractions liquid weights and measures - ask
the publishers to correct that! For ages 9 to 12 say, parents may
compensate by showing boys and girls how to use weights or mass,
and further measures in food preparation. Beyond that children
may be shown how to measure and calculate angles, lengths and
areas [proportional amounts too] directly or by using maps and
plans drawns to scale. Learning how to gather and measure all the
ingredients, pots and pans for a dish or a meal, along with
cleaning up sets the stage for like activities or experiments in
science courses, and in developing organizational skills,
gives boys and girls a head start. Good luck. At the other
extreme, more comprehensive than light, if your motto is
McCainian: drill, drill, drill then Toronto
mathematician and actor John Mighton's jump math organization has jump math
workbooks for at least grades 3 to 8 for at-home and in-school
use - training sessions for teachers available. Jump math has
been expanding to cover older students. Jump Math Samples: plus
Fractions for
Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8
[unread - likely to be good]. and
Mathematics
Skills For Ages 3 to 14 - technical!
Skills with take
home value - A few ideas
Basic skills include
time-date-calendar Matters; money matters; map, plan and
scale diagram matters;counting, measuring and figuring;
decision making with logic and likelyhood; being careful and
being aware of the domino effect of mistakes; reading and
writing with precision.
Is your child able to add, subtract and multiply amounts
of money, work with fractions, work with clocks and calendars,
work with maps and plans, and measure length, weight-mass and
volume? Schools may promote your son or daughter without
providing basic skills in reading, writing and
arithmetic.
Arithmetic
and Number Theory Skills
Algebra
Starter Lessons
Geometry
- maps plans trigonometry vectors
More
Algebra
70
Calculus Starter Lessons
Calculus Lessons Elsewhere:
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How to Ace Calculus: Street Wise Guide - Mostly
Text.
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Flash
Video for Calculus Phobics
They cover basic topics in ways likely to complement your
notes, your textbooks and site material. When Goldilocks
trespassed in the house of the three bears, she found three bowls
of porridge, two not to her liking, and one just right. Different
bears have different tastes. As invited guest here and elsewhere,
if one or more explanations is not to liking, try another. It may
be better or just right.
Unsolicited Advice
Learning to do and high marks if it comes to easy is often
deceptive - light rather than deep. For that reason, students
with learning difficulties determined not to let it get in their
way may go deeper and farther than those with none. High marks,
if the come easy, may be deceptive - provide a too light and not
a deep mastery. That could have been your problem in secondary
school, one that leads to comprehension shock or difficulties in
calculus and more generally in the first year of college. Bon
Appetite.
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