Message #1035 in Discussion #243: Keynote Part 1

posted by:	Ed Wall on May 13, 2003 at 3:12PM
subject:	Reflections

First: There is an interesting tension between my own being captivated
by mathematical possibilities and wondering how this would play out,
for example, for a third grader.
Second: As I looked at the definitions of evenness given by the
students, I realized how impoverished, in a sense, my preferred
definition - i.e. 2k - of evenness is.

Thread View

Discussion: The Example of Defining Terms and Conc... - posted by Deborah Ball on 05/12/03 - 12:10
- Considering Students’ Definitions of Even Number - posted by Deborah Ball on 05/12/03 - 12:15
  - Student definitions of even numbers - posted by Anne Collins on 05/13/03 - 11:55
  - Math--even numbers and is 0 even questions? - posted by James Shymansky on 05/13/03 - 03:06
- Generating Appropriate and Usable Definitions - posted by Deborah Ball on 05/12/03 - 12:20
- Reflecting on the Mathematical Aspects of the Work - posted by Deborah Ball on 05/12/03 - 12:25
  - Reflections - posted by Ed Wall on 05/13/03 - 03:12

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