Mathematics and Education

A slow blog

Archive for August 2013

1 HIt, 1 Miss for the EMB Theory

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Simon Baron-Cohen’s Extreme Male Brain theory proposes that autistic people have an amplification of cognitive features considered typical of males. Associated with this conjecture about cognitive behavior are conjectures about brain anatomy, i.e., that brain regions which differ, on average, between the males and females whose brains have been studied, will also differ between autistic and non-autistic people.

Biological Sex affects the Neurobiology of Autism,” an article by Baron-Cohen and colleagues, describes findings from a study that examined brain anatomy via MRI scans. Read the rest of this entry »

Written by CK

August 20, 2013 at 2:32 pm

Posted in Baron-Cohen

Comments on Goodman’s “Comparison of Proposed US Common Core Math to Standards of Selected Asian Countries”

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Summary. In July of 2010, Jonathan Goodman published a comparison of Common Core State Standards with curriculum documents from several Asian countries (China, Hong Kong, Japan, Singapore, Taiwan). In my opinion, his analysis has some serious flaws. In this post, I give some examples. In an earlier post, I have given a brief overview of differences in national context, noting the different uses of standards and other documents in the U.S. and elsewhere. These different contexts and uses suggest how a U.S. reader’s expectations may lead to misinterpretation of documents from outside the U.S. In this post, I compare some of Goodman’s statements with the content of these documents in two ways: comments and detailed side-by-side comparisons. Read the rest of this entry »

Written by CK

August 4, 2013 at 4:12 pm

Comments on Milgram’s “Review of Final Draft Core Standards”

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Summary. In 2010 (apparently in June), Jim Milgram posted a review of the Common Core State Standards, comparing them with standards of high-achieving countries. In my opinion, his review misses some important details and makes some incorrect conclusions. In this post, I give some examples. In an earlier post, I have given a brief overview of differences in national context, noting the different uses of standards and other documents in the U.S. and elsewhere. These different contexts and uses suggest how a U.S. reader’s expectations may lead to misinterpretation of documents from outside the U.S. In this post, I discuss some assertions in the review and give some detailed side-by-side comparisons of comments with standards, teacher’s guides, and other documents. Read the rest of this entry »

Written by CK

August 4, 2013 at 3:55 pm

Interpreting Standards from Other Nations: Considerations of National Context

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Over the past decade, comparisons of U.S. standards for mathematics have been made with “standards” from other countries, e.g., national curriculum standards, syllabuses, or courses of study. Some of these comparisons overlook important details, resulting in conclusions whose accuracy could be improved considerably without much additional effort. This post gives a brief overview of two differences in national context that affect interpretation of documents from other countries, in particular, China, Hong Kong, Japan, Korea, Singapore, and Taiwan. (Further details are in an appendix at the end of this post.) The two posts that follow (here and here) discuss comparisons that have been made by (respectively) the mathematicians James Milgram and Jonathan Goodman. Read the rest of this entry »

Written by CK

August 3, 2013 at 1:42 pm