What and When, A Challenge

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Mathematics Education from Inductive and Critical Path Perspectives
what should be learnt, when, where, how, why

Children may be taught to provide opportunities or to provide skills and knowledge that immediate family or society at large may want, value or need. Parents and guardians may have a responsibility to educate their children. Schools and teachers may hired or delegate to help and further define or lead that responsibility. In some times and places, apprenticeships were part of the early or late education of an individual. Today, in the more fortunate parts of the world, schools and their teachers try to develop and perfect skills and knowledge which require reading, writing, arithmetic and some reason.

Children to the onset of puberty, between the terrible twos and the terrible teens, appear to have the patience to sit down and be schooled. Schooling can provide a solid base for further work and studies, and for many kinds of citizenship (docile to thoughtful) for students who have or find the will to sit down and study, or live a family in or society where the latter is required. At the onset of puberty and their transformation into young adults, teenagers try to become more independent, and with that need to be given reasons for work and study. In societies, where teenage years are a form of postponed adulthood, waiting for adulthood and adult-like responsibility leaves time for reflection and mischief. Making education compulsory and extending and extending the number of years spent in school for the sake of education for general objectives that are not supported by compelling needs or reasons is a source of alienation for teenager - leaves them with the sense that education is a formality - a path to nowhere. Schools and teachers are of little value to students who cannot be engaged or who cannot be required to sit down and study with all the work and attention that demands. For deliberate and effective skill and knowledge development or perfection, compulsory school attendance needs to be accompanied by coercion or by course design and materials which provide with values, means and ends to inspire and guide students and teachers.

Mathematics Education from Inductive and Critical Path Perspectives what should be learnt, when, where, how, why

Mathematics Education from Inductive and Critical Path Perspectives
what should be learnt, when, where, how, why