By Ferrar W.L.
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Extra info for Algebra: a textbook of determinants, matrices, and algebraic forms
We might even begin the very first inquiry session in the early years by teaching students to use the word ‘because’ to give a reason. Of course, many students will intuitively use the word to give a reason when asked to do so, but we want everyone in the class to have the word in their toolkits so that they can consciously reach for it in order to give reasons. We need to make reason-giving a move that they consciously and deliberately make, and ask others to make, when that seems appropriate.
I will also tell them to listen for a magic word that people might use when they say why something is their favourite. • Then I will go around the class and ask various people what is their favourite, and then why that is their favourite. • Often I will repeat what they say and maybe emphasise the word ‘because’ when it gets used. When it begins to become apparent to the students that this is the word, I will stop to ask who can guess the magic word. I will have this word prepared on a sheet of card and ‘magically’ lay it on the floor when students name it as the word for which they have been listening.
They become, in short, materials with which to think. 26 Twenty Thinking Tools In this context, facts and information become meaningful because they are used in these ways. They are useful facts rather than so much unusable information. In seeking information, students must make judgements about the reliability of their sources. Are they trustworthy? Are some sources more authoritative than others? Do the sources provide unquestionable knowledge, or are they merely reliable guides? If the latter, just how likely is the information to be correct?
Algebra: a textbook of determinants, matrices, and algebraic forms by Ferrar W.L.