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Archive for June, 2010

The ideas presented in this article was in response to a very horrible third grade textbook lesson that forced my wife when she was present students taught. The lesson was intended (I assume) as an introduction to algebraic concepts.
Without motivation or other reasons
introduced, the text is a problem: If

3 × X = 12, what is X?

This is followed by a description of the standard algebraic methods to solve the problem: Divide both sides of the equation by three, “Cancel”, the “3″ s on the left side; Divide 12 by 3; Conclude that X = 4

This procedure was a series of diagrams, each of which describes the next step in the transformation. The authors of the text, were clearly not out of the illusion that a typical or even third graders would be developed with the meaning and justification behind an algebraic derivation to understand. The level of abstraction required to understand the concept of variable, the meaning of an equation, the idea is that allegation, the equations logically equivalent statements can be transformed and the strategy for the derivation of a solution are light years from anything a normal third class has students encountered or could understand. The goal was simply to teach the students in a mechanical process, how could a computer program.

In attempting this lesson in a form that could be useful and valuable for students in third grade, the challenge is how to make the concepts involved recast concrete. If a child thinks of a (whole) number can you imagine a basket of apples or a stack of pennies. If a child can think the child thinks Additionally, baskets combine with apples or stacks of pennies. But what interpretation can give a child to an equation or a variable? We

start considering how we might visualize a variable that would lead to an equation with a variable in relation to a kind of more or less concrete object that make sense to eight years. A variable is a type of object that can be assigned different values. An equation with one variable is a statement based on the value we assign to the variable in dependence can be either true or false. So we can think of an equation as a kind of question answering. This machine accepts a number to be assigned as the “value” of the variables, and the machine answers the question: “Is the equation, where the value of the variable is assigned?” We can picture such a machine running time as in the following diagrams. < / p> The machine has a part where we set the input values and are a part called, where the output responses produced labeled have. We call machines that one performance, when they produce an input, input / output machines are presented. When presented with an input value, illustrated from the machine, we have marked “X = 3 × 12?” Substitutes that value for the variable X in the equation X = 3 × 12 evaluates whether the resulting equation is true or false, and returns the result. So when we enter the input “3,” the machine Substitute “3″ for “X” in the equation “X = 3 × 12″, which are in the equation “3 × 3 = 12″, which, if we the place of the value of the 3 × 3 for “3 × 3″, is the equation “9 = 12″, the “False”, which is then output evaluated. With this machine, we can reaffirm the original problem as follows: “Find an entry for the” X = 3 × 12? “Output machine that causes the machine True.

While this machine can help students seem to mind an equation like a machine, the True or False visualize outputs, so it is doubtful whether the young students would the manipulations in substitution value for a variable or understand replaced values of expressions when we participated replace “9″ for “3 × 3″. Further, it seems likely that the interpretation of an equation not as an assertion but as a predicate , ie an expression that can be “true” or “wrong” would be confusing for students. We can simplify the problem in two ways. First, rid us of the equation may, in consideration of the following input / output machine. ;

Here we have replaced the equation ” , 3 × 12 = X? “by” 3 × X “. As the equation of machinery when presented with a value as input, the machine replaces the value for the variable and evaluates the expression and returns the value. The difference is that in this case the value of the expression is a number and not a “true” or “wrong.” For example, if entering with “3″, presents this machine produces the value “9″. the purpose of this machine can We caused our problem as “Find an input value of the ’3 × X ‘machine to confirm output 12 again.”

We do have the need to interpret an equation as a predicate eliminated, it still requires the student a sense beyond the concept of a variable to make and to simplify the process of substitution in a symbolic expression and. So our final step in the reduction of the problem is the use of variables to eliminate. After all, what this means “to do 3 × X” machine? It always takes you present input and multiplies it with 3, we can describe this without using a variable. We simply call this the “Times” 3 “machine (or, if the “Times of 3 prefer” or perhaps “tripling” machine.)

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Now our problem is in the spirit of the Times 3 machine running: Find a number produced at the entrance to Times 3 machine starting 12th

Undoubtedly, some would argue that in this formulation, we have “watered down” the lesson that we just eliminated the use of a variable, the notion of an equation as a predicate, and the symbolic manipulation of expressions. Our counter that has two elements. The first is that even if a typical third grader programmed to carry out their manipulations of meaning, justification and value are completely beyond his capabilities. In other words, if a student can make sense of variables, equations, predicates and symbolic manipulation than they actually prepared to learn algebra, “for real” and as far as we know, no one is seriously proposing algebra as a standard for the third grade curriculum. Our second point is that, as we show in the following discussion, hope to terms liable beyond the ken of a third grader with concepts and principles to understand the student and which have been replaced, are ultimately more fundamental and important for the students mathematical development.

These concepts include, based on a mathematical function and relationships, and operations functions, such as represented here by an “input / output devices.” The meaning of these terms can not be stressed enough and get their meaning, time in the development of the student’s intuition about her is time well invested. To this end, we need not be restricted to numeric or even mathematical machines. We have experience

behave with many examples of objects or systems, such as input / output devices. An automaton is a good example. The input to the machine is money and the output is candy or whatever the product vending machines. Real machines are a little more complicated than this, of course, because the entrance is usually the money plus a selection of points, we can do by pressing a button or pulling a button. We could picture such a machine in this way.

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There is no problem on the extension of the concept of input / output machine to allow multiple inputs. It is also no problem with that have input / output machines by more than one exit. For example, we may have an additional output for change.

; A factory is a further example of one kind of input / output machine. The inputs and the outputs are the raw materials of finished goods. The factory takes in cocoa and sugar as an input and outputs chocolate bar.

Of course, an input / output machine does not need to stone or metal to be produced. A person can bake cupcakes intended as input / output machines. The inputs are the ingredients (flour, etc.) and the output is a cupcake. A leaf can be used as input / output machine, which takes sunlight, water, carbon dioxide, and thinking and outputs of sugar and oxygen. An animal can be used as input / output machine that oxygen and sugar as an input and outputs of water and carbon dioxide takes thought. You can even think of themselves putting on your shoes and socks as input / output machine. The input will be in bare feet, a pair of socks and a pair of shoes, and the outcome is that you with your socks and shoes.

The really interesting and important thing about the input / output machines is that sometimes you can take two or more input / output machines and connect them to a new kind of input to / Output-making machine. As an example, I take on machines for sale, and I have two types of machines. One is a cupcake-making machine that makes cupcakes mix. The other is a chocolate frosting machine, which takes you give it, (dogs, cats, children, bats, balls, biscuits, fruit, whatever!) Is on it, and chocolate frosting.

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One day I get a call from someone who has a special machine that makes wants chocolate frosted cupcakes. I say: “Now we have a machine that makes cupcakes and we have a machine that lays chocolate frosting on things, but I’m not a machine, a chocolate frosted cupcake does have. Maybe the boss machine (CMM) can out to make a path? “The CMM says:” No problem, we take a cupcake and a chocolate maker freezer and connect the output of the cupcake to the input of the chocolate maker freezer and we set it all in a box and call It the Chocolate Factory Frosted Cupcake Maker. “

So, now I sell three machines: my cupcake maker, my freezer chocolate, chocolate frosted cupcake and my maker. After a while, add a “Cherry Topping” machine to my inventory. The cherry topper takes what you put in and puts a cherry on the cake.

Things are going along and then one day I a call from a customer who has a machine that wants to make a chocolate frosted cupcake with a cherry on the cake get. I can not I go to my chief engineer of the machine to make white. He says: “No problem” and designed a machine from a chocolate frosted cupcake-making machine connected to a cherry-topping machine with a frame around the whole. So the contraption as it looks.

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The operation of the combination of two input / output machines, composition is known, as in the formation of a “composite” or “connection”. As any mathematician will agree, is the composition of basic operations in mathematics. Composition is what we can build arbitrarily complex assemblies, concepts and theories of simple components. It is also the basis of logical inference: If A can be derived from B and C can, can be derived from B are then derived from A. C is not surprising, the basic principle of mathematics concerns composition. We can use this principle with a dishwasher.

as shown below, our dishwasher is built from three components of machinery: washing machine, rinser, and a dryer. The dishwasher is a machine, the dirty dishes as input clean and dry plates produced as an output. Search in the dishwasher, we see that the dirty plate first enters a washer that produces a clean, soapy plate but as output. The soap dish then enters the “Rinser” are clean, but wet plate produced as output and the wet plate is then put through the dryer, that the final edition produced a clean, dry plate. There are a number of

various forms of organization of the components of the dishwasher. One way is to just see them as three separate elements of the dishwasher. Another, shown below, is associate rinser with the washing machine and view the pair as forming a cleaning rinser machine, which is then connected to a dryer. < / p> , < / p> Another way to think of the components is to associate with the rinser rinser-dryer into a dryer form and connect the washing machine on the rinser Dryer. < / p> Now we have to ask: Is the way we look at the organization of the components: A disk connected to a rinser connected with a hair dryer or in VerbindungEin cleaning and rinser to a dryer or washer VerbindungEine a rinser-dryer

make no difference to the behavior of dishwasher? To answer this question, consider the behavior of the dishwasher from the perspective of the plate. No matter how we view the organization of the components that provides all the record “is that it gets first washed through the window and then by the rinser rinsed and then get dried by the dryer. Thus, the results of the same. This is the basic principle of mathematics. It is sometimes called the associative law of composition. He says that no matter how we, the components in a composition of input / Assigning output machines, for example, the participation of the rinser with the washer against the participation of the rinser with the dryer, the behavior of the composite machine is the same.

The associative principle could lead us to ask whether the order in which machines appear in a composition matters. The answer is a resounding yes! Consider a composite made from two machine clothing: take one person as input and puts on underwear and the second takes one person and focuses on outerwear. If we take the machine in an order, we connect a machine to properly dress a person with underwear and outerwear under outside. If we connect the machines in reverse order, then we get that our machine is about our underwear outerwear. These machines are definitely not equivalent. So basically, if you’re connected machines, the order it on The key concept for the solution of problems like the one in our lesson, the concept of inversion that we receive from a constitute “Un-machine.” Consider an example.
Billy and Sally would like to send love notes to each other in class. Since they do not want to be that other people read them, they use a secret code. The way the code works is that each letter in the message by the letter after it comes in the alphabet, will be replaced. So, “A” is replaced by “B”, “B” is replaced by “C”, and so on. Of course, “Z” have the following letter, so we replace them with “A” to decode the message that we do exactly the opposite: Replace “B” with “A”, “C” with “B”, …, “Z” with “Y” and finally “A” with “Z”. We can picture this process in the sense of “Alphabet Circle”, as shown below. The encoding process replaces the next letter in the clockwise direction and the decoding substitute the next letter in the counterclockwise direction..

When Billy the message it sends it to the encoding code, and Sally as it gets, she decrypts it with the decoding. We can visualize this on the basis of input / output machines, as in the following chart.

So, what is done by encoding decoding machine from the machine reversed, so if I feed the output of the encoding of the machine in the decoding machine, I’ve written back. In other words, when I connect to the coding machine for decoding computer I get a machine that is exactly what you put into it outputs share. For example, we “I love you” and we have in “I love you” from. A machine whose output is always identical with the entrance into a machine called Identity. A phone is another example of an identity machine. p> If you speak into the phone, a part of the phone as the microphone the sound takes as input and generates an electrical signal as output. The electrical signals are then sent to the mobile phone of the person on the other computer be the name of a speaker takes the electrical signal as input and produces the same sound speak for the other person sent. Again we have an example of a machine in this case, the speaker, what other machine, the microphone does so that if the two are connected, we obtain an identity machine triggers for sounds. We are a machine, what a different machine a unmachine for the first machine does not reverse. Thus, the decoder unmachine a call for the coders and the speaker is a unmachine for the microphone.

If we unmachine one for a machine, then we can answer questions of the form: “What was the input that produces this output?” by feeding the output into the unmachine. Consider the “Add 2″ machine. set in a row and there is the number + 2 So, if you input 5, it will output 7, and if you suppose it is 14th input 12 output, the output is 23 and we want to find the entrance? We can solve this problem if we can find, an Un-Add 2 machine. How do we do to reverse with 2? Let’s look at some examples where we know the input . < / p> So if we add 3 to Un-2, we get when we input 1 and 4, we 2 and increase when we get 11, we received nine entries. After we see if there are enough examples or maybe we’ll see it immediately, as our teacher explained subtraction this way we know how to subtract undo the addition of 2 to 2. So the un-Add 2 machine is the machine and subtract 2, subtract 23 feeding into the machine 2 gives us the answer 21st After a few more problems that we recognize that the way to reverse by any number is calculated by subtracting this number. In mathematical terms addition to a number and subtract that number are inverse operations. In the same way we can discover the division by a number is the unmachine for multiplication with the number so we can solve problems as we started. < / P> To make things even more interesting let’s combine multiplication and addition suppose., the result of multiplying a number by 6 and is then added 14 56th What’s the number? So our problem is how to make irreversible the Times of 6 and then adds 14 “. After the calculation of the value of the time 6 and then inserts identified 14 different input for some of us that a times at 6 and 14 machines by connecting a “6 Times” can be built on a “Add 14″ machine. Now we know that “resolves by 6″ Divide Times 6 “and” subtract 14 “triggers” Add 14 “. Is there any way we can use this unmachines unmachine for construction of a composite
Consider a familiar example: a two-stage” dressing machine. sets “As in the first illustration below shows the first component to my underwear and the second component is on my pants and shirt. The second chart shows the Un-dressing machine. It consists of two components: one that triggers a shirt and pants and the other reverses again set dressing underwear. But note that the order of the unmachines reverse the order of the machines. If the last thing you did was dress, the pants and shirt pulled then the first thing you do undressing in your pants and shirt is removable. This is a general principle that works for all input / output machines, arithmetic, or otherwise. If UN-A is a unmachine for A and B is an un-un-machine B then UN-B to un-A is connected to the unmachine for A to B. This compound is chart below. An input “x” is in the AB machine where it is first passed through the A generates an output “a” and then “a” is passed through to an output device B “b.” If we feed then “b” in production Un-Un-B-A, “b” is passed only through Un-B, which we must be “a”, and then “a” is passed by Un-A, which we x. ” “ / p> How do

irreversible six times and then at 14, we first subtract 14, to be reversed by adding 14, and then divided by 6 to undo multiplying by 56 to this sixth Feeding unmachine we have < / p> In fact, 7 × 6 + 14 = 42 + 14 = 56

This Article We have hardly the surface of what one is based on an elementary level through concepts to the concept of the machine are explained scratched. In addition to the use of these terms and the students for more advanced areas such as algebra, they cause can be used to a much deeper understanding the meaning and use of numbers and operations to provide numbers. We will explore these ideas in a future article.

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Stanford, Calif. – Education Next is the most influential journal in education, according to a study published last week, the editorial Projects in Education (EPE) Research Center. The study, Influence: A Study on the factors, educational policy, was based on a comprehensive survey of the field of education, elite opinion-based.

Education Next published quarterly by the Hoover Institution at Stanford University, was the only journal, peer-reviewed or otherwise, listed among the top-ten information sources in the EPE survey, surpassed only nor agencies, the U.S. government, Education Week, The New York Times, The Washington Post, and the non-profit organization Education Trust.

“The other editors and I are very pleased to learn that this young journal has now reached the sixth year of publication, and recognition they deserve,” said Paul E. Peterson, Editor-in-chief of Education Next and director of the Program on Education Policy and Governance at Harvard University. “The honor serves to remind us to keep focused to appreciate our central task, namely” the facts as best they can be identified, present, gives a voice (without fear or favor) research, sound ideas and arguments in charge. “Was carried out

EPE study also ranked the most influential research in the fields of education and the most influential people. Research on the school vouchers by Peterson and his colleagues at Harvard University, under the thirteen “blockbuster” studies of the past decade cited. A study of graduation rates by Jay Greene, an Education Next editor, was also one of the top listed thirteen. The National Assessment of Educational Progress, conducted under the auspices of the U.S. Department of Education carried out as the most influential study listed.

Education Next Senior Editor Chester Finn E. Jr., who is also chairman of the Hoover Institution the Koret Task Force on K-12 Education and president of Thomas B. Fordham Foundation, was named as one of the 20 most influential people in education. Microsoft founder Bill Gates held the top position as the most influential person in education in the last ten years.

a statement, said Director Christopher Swanson EPE, the study provides “a unique view of the power-brokers in American education that have shaped much of what in our nation’s classrooms over the last 10 years. Rankings also affect a little too light on the watch maker in the next ten years. “

Education Next features and forums provide opportunities for experts and analysts cover the most important issues in school reform. All the elements in their research section are subject to double-blind peer-review. The journal has gained national and international attention in recent months with the publication of pioneering research on topics such as the increased performance of the students when they taught by teachers of the same sex, the failure of the school phys-ed classes to combat obesity and the hidden social costs for academically successful minority students integrated into public schools. Regular features of the magazine, as its annual report card on states and their language standards “Check the Facts” column that appears light on false and misleading research, often through the media, politicians, government officials, reference is made, and educational practitioners.

The current issue of Education Next (Winter 2007) headlines research that state certification requirements for a particular course of study in schools call shows little effect on student learning in the classroom. It also includes analysis of the evidence and arguments in the education adequacy litigation used to be and to charter unveil an assessment of the effectiveness of early childhood education. Other articles of the local barriers school reform and how the restructuring of the school does not take place under No Child Left Behind.

Read the new issue of education Next now online.

Education Next is a scholarly journal, the Hoover Institution published by the committed, to find hard facts about school reform. Other sponsoring institutions are the Harvard Program on Education Policy and Governance and the Thomas B. Fordham Foundation.

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Introduction “The basic economic resource is no longer capital, nor the natural resources, nor labor. It remains to be knowledge.” user – Peter Drucker educational challenges of outdated teaching methods need to address. Leading educational institutions around the world on the concept of sustainable improvement oriented. The primary goal is an environment to create a better learning supplies. A common theme that runs through all strategies for improvement is the communication and cooperation among key stakeholders groups in the education environment – students, alumni and parents, administrators and teachers improved. To enable such changes it is important to establish a solid co-Knowledge Management System, which is the driving force that will help them to achieve their goals. km allows user timely and effective cooperation in curriculum development, exchange of best practices for teaching in favor of the organization, better online tools for managing daily information between students and teachers, case studies, research and white papers and etc KM methodology – link on Educational Industry [procedure] is know what I know, information is what we know. interest in knowledge creation within the institution is in an amazing pace. The most effective way is to create knowledge-sharing culture at first starting to practice at the individual faculty level. Faculty with appropriate knowledge-sharing mindset and the necessary technology to support knowledge sharing, the two are together, the creation of knowledge to enable effective. Once the knowledge is created, c apturing is where the knowledge base is created and stored all the required data in the form of documents, white papers, research works, case studies and in different formats in usable form will be presented and there through the use of knowledge in the broader context. Massive amounts of resources on a daily basis are present in an institution that they collect, categorize interpret user , and to spread efficiently. In certain situations it may be more as a threat to one’s ability, knowledge, introduce into the system to actively seek out that which others have introduced. It can also handle a considerable time and effort. Therefore must be highly motivated for faculty to carry out such work. It is only if one accepts the principle of Knowledge Manager knowledge sharing for the whole institution, the knowledge is shared and reused spontaneously. Knowledge, in addition to being divided between the departments, will be distributed by an institution’s faculty and the administration of the community. The spread of knowledge has a massive impact on the formation of competitive advantage . It is broadly agreed that in order to ensure the proper dissemination of knowledge, it is necessary to lubricate both the communication and cultivate the right culture in the institution. Knowledge, except that is shared between the lecturers should be of an institution that their entire assets of the community will be distributed. The spread of knowledge has a massive impact on the creation of competitive advantage. The spread also requires the transformation of the highly individualized tacit knowledge explicit in popular knowledge. It is not the organizations that make the best of our knowledge, that competitive edge, but rather itself, those who make use the best user . In order to best use the knowledge it should be applied fully to the activities of the body and this would require that all other knowledge processes that take place namely the creation, distribution and exchange should. user KM STRATEGY link on Educational Industry “Knowledge Management is the innovative and efficient assistance for the knowledge of teachers and students to gain a sustainable edge in the industry to a “ Development of a knowledge management strategy provides a unique opportunity to gain a greater understanding of the way the institution operates, as well as the challenges that confront it. By focusing on identifying personnel needs and problems, activities and initiatives can be recommended, with the certainty that they have a clear and measurable impact on the institution. To be successful, a KM strategy must be more than just outline high-level objectives such as “to do a knowledge-enabled organization, instead, the strategy must identify the main needs and problems within the institution, and a framework for addressing these . Knowledge management strategies and drivers from a perspective of human resources must be reviewed. The faculty supports the development of cell leadership of the institution in identifying the sources of knowledge and the best way to capture it, and the Review mastery of the knowledge of employees and determining the performance of such appraisal within the Institute. Knowledge Management can be regarded as successful if faculty understand how knowledge value as it is created, and why it must be managed. The role of faculty development cell can be summarized as follows: (a) Training and developing knowledge workers (faculty); (b) Development Asst. Professor, Lecturers and Lecturers as knowledge coordinators; (c) establishing a knowledge-sharing culture. (d) development of professors as a part of his team km KM ARCHITECTURE IN TRAINING industry [Technology] Knowledge is the key to become a driving force in the world today. It is generally believed that the only source of competitive advantage in the future will be knowledge. Therefore, in this emerging environment, education industry needs to successful KM to develop architecture to achieve sustainable competitive advantage, this is only by KM portal possible. KM architecture is the process in which the technology and the flow of knowledge between knowledge workers explained. Knowledge workers are faculty and students. The prototype is to predict the flow of knowledge and the effectiveness of knowledge sharing in the education industry. The prototype consists of three blocks, flows through the knowledge: < ; / p> – Faculty / Student (Creation & Capture) – Knowledge Management Team (Organisation & Verify) – Faculty / Student / Management (Access & Use) ; first block are stored: Department shares of Class / Subject Resources, Cases, white papers, research, latest information on the subject and in general. The content in documents, presentations and etc are and category / function as stored . formed Second Block: KM team consists of experts in the field of specialization is. The experts are professors to review Asst professor level to the stored documents and presentations. After reviewing the main points are given at the Faculty together with the feedback. back the demonstrated proficiency in the knowledge base for the publication, lectures, etc. and to third block third block: After the review

the stored knowledge is there, other teachers, students and administrators were the knowledge is shared and collected by others.

industry KM ORGANISATION [People] KM organization is the process of establishing KM team and defining roles and responsibilities of team members in reviewing the Knowledge captured and approval of same. with increasing emphasis on knowledge-based culture, the administration is looking at ways this knowledge under management will mandate. The aim of managing this aspect of the company in the same way as its physical and financial assets. Charged with this are the new roles of “knowledge manager” with responsibility for creating the environment and procedures for dealing with knowledge as a corporate asset Central currently is cause for concern the question of the KM team. teams, like the power attributed to the effective organ will be even more complicated from a knowledge management perspective as individuals. By nature teams create much new knowledge as such is of great value to the organization. However, the knowledge of how and why they created what they created more difficult to get as an individual’s knowledge, since it consists of a number of different persons, and also in their continuous interaction and cooperation. km team consists of SME’s (Knowledge Manager), which includes professors, Asst. Professor and Research Associates. The task is to review the recorded knowledge and send us feedback on the Knowledge Worker. “Key Points” (CP) are another Knowledge Worker there a sound knowledge they have allocated together.

professionals of KM in today ECONOMY RECESSION Economic recession has a challenge among the students to be competent enough to gain the advantage of the limited employment opportunities. This will help students sharpen the KM it fate and updated with the latest technology and the insight of the multidimensional concepts. – Competent – Knowledge about the latest technology – research skill – Insight – Collaborative culture – Team Work – Conceptual Knowledge
CONCLUSION KM itself has come a long way and has a long way from where it is going now. It’s really a long journey and the journey has just begun. Educational industry has on the knowledge the teachers and students get an edge to win in the industry. This is only a “most effective implementation of the Knowledge Management Portal.” A key success factor in KM is always a perfect accent to each of the four major People, Process, Technology and Content directly from the early stages of implementation. “Knowledge management is necessary, because it can, what worked yesterday or the Education Industry not work tomorrow” < ; / strong> user