Unemployed Math Teachers Fighting For Bread In The Streets

Our panelists tonight told us that a “bottom-up”, flexible, somewhat-adaptive, omnipresent, open educational resource set is emerging.

Learners around the world can and will use it if necessary to learn outside of traditional schools.

Reformers face major challenges to bring this resource set into American schools, but it is also sorely needed.

Your questions are:

  • What surprised you about what you heard? What points do you most want to challenge, emphasize, or investigate inside or outside of class?
  • What role does your own personal skill-set, current career, or potential future career play in this space, and what would you like to contribute to it as it develops?

This “open education resource set” — at least in math education — seems balanced heavily towards video lectures and exercise sets. These are aspects of a math education that very few people recall fondly.

So there may be some use for people who can find online instructional models that amplify engagement and cognitive demand, even marginally. Math teachers of the future should be at least passingly familiar — pedagogically bilingual, maybe — with online instructional design. At the very least, I think there will be a seat at the table for people who know enough math education research and enough about the capabilities and limitations of network technology to be of use to both crowds.

Apologies for the self-promotion, but here’s an example (and write-up) I prototyped today in which I’m trying to marry Dan Schwartz’s cog psych research with Khan Academy. I hope the field finds this kind of contribution valuable because I found making it to be a whole lot of fun.

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