tag:blogger.com,1999:blog-2391173883578873618.post186335507083869878..comments2008-04-30T04:24:56.824-07:00HeyMathhttp://www.blogger.com/profile/11953870236072095506noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2391173883578873618.post-36004473455047300682008-04-30T04:24:00.000-07:002008-04-30T04:24:00.000-07:00I hope that students are not unchangeably set in 'hate maths' or 'love maths' attitudes, particularly at primary level. Consequently I think that any lesson could be the key lesson which excites a child about maths, or even one part of maths.<BR/><BR/>I hope that any student approaching a HeyMath! lesson may, regardless of their previous feelings about 'maths', allow themselves to be grabbed by the idea or activity of the lesson and then engage with it, learn from it and enjoy the experience. <BR/><BR/>In a sense, the resources are offered unprocessed and require active engagement. Not knowing the students in person I am loathe to assume that they should hate maths or be indifferent to it.Matthewhttp://www.blogger.com/profile/14692204146568085581noreply@blogger.comtag:blogger.com,1999:blog-2391173883578873618.post-12688222021431804292008-04-15T04:10:00.000-07:002008-04-15T04:10:00.000-07:00Who is the typical student that you have in mind when you create a lesson? <BR/>a) Hate-Math kind<BR/>b) Average-Indifferent kind<BR/>c) I-Love-Math kind<BR/><BR/>Or first of all, do you have an imaginary student in mind as your audience at all? <BR/><BR/>If yes, who is your typical student and why? Is it helpful to develop a lesson if you choose (a) ahead of (b). <BR/><BR/>Etc.. etc... <BR/><BR/>:-)swamihttp://www.blogger.com/profile/09881020350048730809noreply@blogger.com