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nEdu: LKits

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              -[Traditional Maths topics]-
           -[nEdu:  Approximately]- (1 = 0; approximately)
     
Discussion/Examples

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On this Page:  {LKits - Intro}
               {LKits in Art}
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               {Links}

               
 

LKits: Intro

The idea goes back to the those pre-packaged 
"science project" kits that are sold in most
toy stores as well as Electronics stores;
eg, Radio Shack. Supposedly everything that
you need to make the "thing" work is in
that kit. And amazingly enough, they actually
do work! Between cheap materials, poorly
engineered quality (after all it's *merely*
for a kid! :( and a few poorly written 
directions and "scientific explanations",
etc. - but they do tend to work.

We go back again and again to something that
Einstein said when he was working on a problem;
he let the problem drive what he needed to 
learn. If he realised that he needed to 
learn some new maths, then that's what 
he'd go off to do. Of course in a lot
of cases, the maths didn't exist, so
he had to get a mathematician to invent
them for him. 

In the same way, we (as both teachers and
learners) should be working towards making
learning kits. These should have the things
in them to learn a particular concrete skill
or bit of knowledge. This would contain
examples, links to web pages, and most
importantly suggestions where to go next.
These could include "web quests", as well
as simple links to specific lessons/examples.

More-over the way in which we think ABOUT
knowledge itself and how we think WITH IT,
will have to change since we know have 
access to over-whelming "bits" (trivia)
of information. And recall that:

   Knowing is not necessarily Understanding.



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LKits in Art

We do this all the time: We have some basic idea to
get a across and we pull up specific artists - and
even more specifically specific works by them - to
illustrate the point.

For example, one of life drawing teachers needs to 
emphasize how you create volume using line. And 
yet, a figure is NOT a collection of lines - like
a bridge or building. As such, she chose to concentrate
on Henri Matisse - mainly because he is best known for
creating a line and then "where one leaves off, the
next picks up". And by this means, he creates a very
"lite" kind of volume. 

This can be compared to Michaelangelo (Lodoviccio)
who is known for his heavy lines - possibly a 
consequence of his sculpture B/G.  

Thus, in each case, we can point to concrete examples
to bring out the details:  Likeness vs Difference.


























Links

In this section:  {<><>}  
                  {Teaching Maths}
  
                  {Mathematical Proofs} (and such)