POOGI - Education

Q1 : Are IQ and Mathematics a good leading indicator (predictor) for success in life? A1 : There is no proven relationship between IQ and success. Anecdotal research shows Emotional Quotient EQ to be a better indicator in ADULTS. The ONLY PROVEN (50+ years) predictor in 4/5-year-olds is SELF CONTROL. This is based on the MARSH MELLOW test. Some researchers have coined this the SCQ.   There is a strong correlation between high SCQ and success in work, marriage, health, sport, relationships, etc. It is debatable whether this correlation is indeed CAUSATION. Perhaps it is an ESSENTIAL condition and NOT a SUFFICIENT condition.   Q2 : Is there a relationship between IQ and SCQ? Does high IQ come with high SCQ? Does high SCQ also mean high IQ? A2 : There is no proven causal relationship.   Q3 : Is it possible that Mathematics can strengthen SCQ? A3 : Mathematicians apply defined rules in a disciplined way to solve problems. This demands a high level of Self-Control in the a

We talked about the brain and mathematics and our present performance in the teaching of mathematics.  This week we talk about research. More specifically the RESEARCH PROJECTS that started formally in 2000. Projects: All projects have a start and an end. They are ONCE OFF activities. It is ESSENTIAL to define the OBJECTIVE of the project BEFORE starting: It MUST be defined in MEASURABLE OUTCOMES. Most projects concentrate on activities but are short of MEASURABLE OUTCOMES. Name of the project: SYFERFLUKS! Freely translated it means: Being diligent with numbers. Perhaps DILIGENT DIGITS is an appropriate translation. Eventually, it morphed into Towermaths. But that is only in 2014. The Measurable Outcome of the Syferfluks project is defined as: To have improved grade R and Grade 1 results in mathematics in at least two major Quintile 1 schools such that 80% of learners score 80% or more in the tests of the department of Education. Mathematics is NOT like other subjects.

Albert Einstein is widely credited with saying, " The definition of insanity is doing the same thing  over and over again, but expecting different results ."   ·          Mathematics is the single most promising means of BUILDING the BRAIN and thus improving future EMPLOYMENT OPPORTUNITIES.   ·         The words MATHEMATICS and ALGEBRA creates a sense of MISTERY and EXCLUSIVENESS in many people. Probably the MOST FREQUENT PUBLIC COMMENT is: Mathematics is NOT FOR ME. Don’t ask me. I never was any good at Mathematics.   1.     The PRESENT way of TEACHING MATHEMATICS is :   ·         Outdated . Our PRESENT NUMBER CHART dates back to 1650. We still teach our foundation phase learners that the DECIMAL system consists of numbers 1-10. We still teach them that 0 is ‘nothing’. We still teach them to ‘count’ with their fingers instead of their brains. ALL present learning is ‘root’ learning which is memory-based with NO understanding (picture/pattern). ·        Unsuccessful: Statisti

  Play The most productive way to LEARN is through PLAY. The attention span of a pre-school and Foundation Phase learner involved in ROOT learning is 10 min. The attention span of pre-school learner involved in PLAY learning is HOURS. Failing Forward Much (most) of LEARNING is through FAILING with IMMEDIATE FEEDBACK. Learning to walk is the best example. If you and I had been spanked every time we failed to walk (fall) we would NEVER have LEARNED to walk. Failing Forward should not be confused with BUMBLING BACKWARDS. The key to FAILING FORWARD is IMMEDIATE FEEDBACK. Just think of only finding out that your ball was hit outside the line an hour AFTER you played the shot. Obviously, you can not learn to play tennis this way. BUT this is what we do when learning MATHEMATICS. In Afrikaans, praat ons van Slim Gesukkel.   Mathematics is the single most important skill for future employment opportunities. ALL normal FOUNDATION PHASE learners can ENJOY learning mathematics and S