مهاني88
13-04-2009, 07:00 PM
موضووعي ابي حد يساعدني في الترجمة :guy face (64):
مب قاادره افهم النص عدل :smile (78):
والي يرحم والديكم
والله لدعيلكم دعووووه :smile (41):
بس ساااعدوني
هذي الفقره Stella Baruk makes maths easy with magic squares and dogs’ legs
In the lesson on 'four', above, children have to recognise four fingers, four lines, four dots and four points
Adam Sage in Paris
When Stella Baruk first proposed a teaching method for mathematics that involved magic squares, fingers and dogs’ legs, there were howls of protest from the French elite.
That was 30 years ago. Today, Mrs Baruk is being hailed as a saviour, making les mathématiques understandable to children whose inability to grasp square roots, algebra or geometry has come to be seen as a national crisis.
She is dubbed “the maths fairy” by the radio station Europe 1 and “the J. K. Rowling of figures” by Le Nouvel Observateur, and her methods are influencing teachers and teaching programmes in France and abroad.
Schools report a spectacular improvement in the results of pupils taught her way. Her books, including her latest, an 851-page dictionary of mathematical terms, sell tens of thousands of copies. The best-connected parents fight to send their offspring to the private lessons that she gives.
Related Links
English children 'best at maths in Europe'
Maths for parents may improve results
Think tank: Bring on a teaching revolution
Multimedia
Blog: help your young child to love maths!
The Iranian-born Mrs Baruk argues that pupils’ failures in school attributable to the often impenetrable language in which mathematics is taught: “Teachers think their pupils understand what they are saying when, in fact, they are often understanding something entirely different.”
Dismissing modern maths teaching methods as nonsense, she starts children counting by displaying five fingers and then getting them to recognise five lines and dots. There is no question of simply counting from one to ten in the Baruk method.
After introducing her pupils to five, she moves on to six and seven, three and four, eight and nine, and two and one before leaping to 37, a number “which has sufficient tens for it to be worth using them”. Only later does she go back down through the twenties to ten, a number that she says is far harder to integrate.
In an attempt to ensure pupils have grasped the concept, she shows them different objects, such as a dog in the lesson about four. Some children say the number is appropriate because it has four legs, others that it is inappropriate because there is just one dog. Either way, they have understood the “ideality” of four, Mrs Baruk says.
Additions are taught by putting fingers together. “Show seven fingers,” she said. “Now I add seven fingers. That makes 14. It’s easy to see and easy to memorise.”
Such methods infuriated traditionalists when Mrs Baruk first began to air them in the 1970s. But France, the land of René Descartes, perhaps the most celebrated Western mathematician, has slipped to seventeenth in the international comparison of mathematical performance at secondary school, and purists have had to think again.
وهذا الرابط عشان الي مو مفهوم عليه
http://www.timesonline.co.uk/tol/life_and_style/education/article5542465.ece
مب قاادره افهم النص عدل :smile (78):
والي يرحم والديكم
والله لدعيلكم دعووووه :smile (41):
بس ساااعدوني
هذي الفقره Stella Baruk makes maths easy with magic squares and dogs’ legs
In the lesson on 'four', above, children have to recognise four fingers, four lines, four dots and four points
Adam Sage in Paris
When Stella Baruk first proposed a teaching method for mathematics that involved magic squares, fingers and dogs’ legs, there were howls of protest from the French elite.
That was 30 years ago. Today, Mrs Baruk is being hailed as a saviour, making les mathématiques understandable to children whose inability to grasp square roots, algebra or geometry has come to be seen as a national crisis.
She is dubbed “the maths fairy” by the radio station Europe 1 and “the J. K. Rowling of figures” by Le Nouvel Observateur, and her methods are influencing teachers and teaching programmes in France and abroad.
Schools report a spectacular improvement in the results of pupils taught her way. Her books, including her latest, an 851-page dictionary of mathematical terms, sell tens of thousands of copies. The best-connected parents fight to send their offspring to the private lessons that she gives.
Related Links
English children 'best at maths in Europe'
Maths for parents may improve results
Think tank: Bring on a teaching revolution
Multimedia
Blog: help your young child to love maths!
The Iranian-born Mrs Baruk argues that pupils’ failures in school attributable to the often impenetrable language in which mathematics is taught: “Teachers think their pupils understand what they are saying when, in fact, they are often understanding something entirely different.”
Dismissing modern maths teaching methods as nonsense, she starts children counting by displaying five fingers and then getting them to recognise five lines and dots. There is no question of simply counting from one to ten in the Baruk method.
After introducing her pupils to five, she moves on to six and seven, three and four, eight and nine, and two and one before leaping to 37, a number “which has sufficient tens for it to be worth using them”. Only later does she go back down through the twenties to ten, a number that she says is far harder to integrate.
In an attempt to ensure pupils have grasped the concept, she shows them different objects, such as a dog in the lesson about four. Some children say the number is appropriate because it has four legs, others that it is inappropriate because there is just one dog. Either way, they have understood the “ideality” of four, Mrs Baruk says.
Additions are taught by putting fingers together. “Show seven fingers,” she said. “Now I add seven fingers. That makes 14. It’s easy to see and easy to memorise.”
Such methods infuriated traditionalists when Mrs Baruk first began to air them in the 1970s. But France, the land of René Descartes, perhaps the most celebrated Western mathematician, has slipped to seventeenth in the international comparison of mathematical performance at secondary school, and purists have had to think again.
وهذا الرابط عشان الي مو مفهوم عليه
http://www.timesonline.co.uk/tol/life_and_style/education/article5542465.ece