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Jack’s Intro (to work & Research) CEP 900 & CEP 930 Summer 2010 Hybrid Cohort Cary Roseth & Matt Koehler June 22, 2010.

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Presentation on theme: "Jack’s Intro (to work & Research) CEP 900 & CEP 930 Summer 2010 Hybrid Cohort Cary Roseth & Matt Koehler June 22, 2010."— Presentation transcript:

1 Jack’s Intro (to work & Research) CEP 900 & CEP 930 Summer 2010 Hybrid Cohort Cary Roseth & Matt Koehler June 22, 2010

2 My “Charge” Introduce yourself and describe your research interestsIntroduce yourself and describe your research interests Discuss the evolution of your research interests.Discuss the evolution of your research interests. Some specific questions:Some specific questions: What is a “good” research question and how do researchers find them?What is a “good” research question and how do researchers find them? What does it mean to think like a researcher?What does it mean to think like a researcher? What makes research convincing to you?What makes research convincing to you? What does it mean to develop a critical perspective?What does it mean to develop a critical perspective? How would you describe the nature of academic reading and writing?How would you describe the nature of academic reading and writing?

3 My Research Focus I am interested in the nature of human learningI am interested in the nature of human learning With mathematics as particular human competenceWith mathematics as particular human competence Learning is the process of developing new or richer views of the world; learning is changeLearning is the process of developing new or richer views of the world; learning is change Learning (surprisingly) is often ignored in place of curriculum, teaching, assessment, technology useLearning (surprisingly) is often ignored in place of curriculum, teaching, assessment, technology use This interest in grounded in my experience as a teacher of mathematics ( what are they thinking? )This interest in grounded in my experience as a teacher of mathematics ( what are they thinking? )

4 More on Math Learning Sadly, mathematics is a dangerous subject (for many)Sadly, mathematics is a dangerous subject (for many) Sadly (again), school is often boring, not a place of wonder, exploration, and figuring outSadly (again), school is often boring, not a place of wonder, exploration, and figuring out For me, mathematics remains wonderful and is fully within the reach of all people to understand, not memorizeFor me, mathematics remains wonderful and is fully within the reach of all people to understand, not memorize My professional goalsMy professional goals Reveal what kids “know,” how “knowledge” is structured, and explore how that knowledge was learnedReveal what kids “know,” how “knowledge” is structured, and explore how that knowledge was learned Support teachers in understanding more than they did as studentsSupport teachers in understanding more than they did as students Levering assessment out of the 19 th centuryLevering assessment out of the 19 th century Knowing mathematics = assimilation of some school lessons + a great deal of individual sense-making and constructionKnowing mathematics = assimilation of some school lessons + a great deal of individual sense-making and construction

5 What’s Changed? Basic project hasn’t changed since grad schoolBasic project hasn’t changed since grad school Become more knowledgeable across years and projectsBecome more knowledgeable across years and projects More confident about my message; issues relate to where to take itMore confident about my message; issues relate to where to take it Become sadly (3 rd time) sensitive to the inertia of educational systemsBecome sadly (3 rd time) sensitive to the inertia of educational systems Look to make small scale ripples of goodness; just need some partnersLook to make small scale ripples of goodness; just need some partners

6 “gOOD” research Qs Segue: These questions put me in teacher modeSegue: These questions put me in teacher mode Two types of questionsTwo types of questions Those we really want answers toThose we really want answers to Those we can actually answerThose we can actually answer Being a scholar means managing the gap; getting the second set of questions closer to the firstBeing a scholar means managing the gap; getting the second set of questions closer to the first Good RQs have well-defined nouns and verbsGood RQs have well-defined nouns and verbs Ambiguity seems often not a problem for the field; it is to meAmbiguity seems often not a problem for the field; it is to me Research is a kind of communication; ambiguity is usually not good in precise communicationResearch is a kind of communication; ambiguity is usually not good in precise communication

7 Thinking Like a REsearcher One feature: Think always about reasons; educational practices should happen for reasons; pursue some design/intentions; Designs should make principled senseOne feature: Think always about reasons; educational practices should happen for reasons; pursue some design/intentions; Designs should make principled sense An associated feature: Adopting a critical perspective: When an argument is advanced, are there holes? Where are they?An associated feature: Adopting a critical perspective: When an argument is advanced, are there holes? Where are they? Design: Looking for promising settings—where you dig in and use your data to make a pointDesign: Looking for promising settings—where you dig in and use your data to make a point

8 Convincing Research Basic terms are clearly definedBasic terms are clearly defined Method is well-described and evidence suggests that it has been followedMethod is well-described and evidence suggests that it has been followed Results seem plausible; not from MarsResults seem plausible; not from Mars Coherence with other studiesCoherence with other studies

9 What’s A critical Perspective? It is what you are here to develop!It is what you are here to develop! First step: Being “critical” does not mean “being negative”First step: Being “critical” does not mean “being negative” Background premise: Simple solutions (work great for all) generally don’t exist in educationBackground premise: Simple solutions (work great for all) generally don’t exist in education Programs and perspectives compete with each other in goodness and costPrograms and perspectives compete with each other in goodness and cost Your job: Acknowledge the competitive fieldYour job: Acknowledge the competitive field Question your own assumptions and favorite approaches & programsQuestion your own assumptions and favorite approaches & programs

10 Academic Literacy To reading and writing, I would add speakingTo reading and writing, I would add speaking Academic language patterns can separate and isolate people (e.g., via jargon)Academic language patterns can separate and isolate people (e.g., via jargon) Positive elements: Precision & reasoned argumentPositive elements: Precision & reasoned argument Be careful about words we take for granted, e.g., “understanding”Be careful about words we take for granted, e.g., “understanding” Educational practices require intellectual support; academic literacy is like the preparation of legal briefs—argue for a position, with conceptual and empirical supportEducational practices require intellectual support; academic literacy is like the preparation of legal briefs—argue for a position, with conceptual and empirical support


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