DSpaceME

My first draft for my Oxford presentation

http://prezi.com/pynlazefgth1/present/?auth_key=hb40uze&follow=carolinekuhn&kw=present-pynlazefgth1&rc=ref-5958100

DSpaceME

My first draft for my Oxford presentation

http://prezi.com/pynlazefgth1/present/?auth_key=hb40uze&follow=carolinekuhn&kw=present-pynlazefgth1&rc=ref-5958100

The Center produces free high-quality resources that include lecture, solution, tutorial and research videos.They are recorded in their studio classroom space in Cambridge, MA. You can easily browse courses and subjects here or on our youtube channel.

Chapter 1: The language of the universe

Chapter 2: The genius of the east

Chapter 3: The forntiers of space

Chapter 4: To infinity and beyond

The video: Brain Jazz: Douglas Rushkoff and Jason Silva

Rushkoff: “In the emerging and highly programmed landscape ahead you will either create the software or you will be the software”

Jason Silva:

Ever ponder the miracle of life? Or perhaps wonder about the evolution of intelligence? In Shots of Awe, Jason Silva chases his inspiration addiction as he explores these topics and more. Every week we’ll look at the complex systems of society, technology and human existence and discusses the truth and beauty of science in a form of existential jazz.

**Ideas talked in the video: **

Technological mediating experience

Where does my body end and the rest of the life begins?

Hack experience

Fits experience into a museum pathway

Aesthetic arrest

Technology as a second skin. An extension of humans

Chandler Davis’s chapter. Part of the book The best writings on mathematics (William P. Thurston and Mircea Pitici)

Imagine if we would introduce calculus with such a text:

“The sense of intellectual discomfort by which the calculus was provoked into consciousness in the seventeenth century lies deep within memory. It arises from an unsetting contrast, a division of experience. Words and numbers are, like the human beings that employ them, isolated and discrete; but the slow and measured movement of the stars across the night sky, the rising and the setting of the sun, the great ball that arise at the far end of consciousness, linger for moments or for months, and then, like barges moving on some sullen river, silently disappear -these are all of them, continuos and smoothly flowing processes. Their parts are inseparable. How can language account for what is not discrete, and numbers for what is not divisible? ” (p. xi. A tour of the calculus)

And as the index of the course this text:

The overall structure of the calculus is simple. The subject is defined by a

*Fantastic leading idea**One basic axiom**A calm and profound intellectual invention**A deep property**Two crucial definitions**One ancillary definition**One major theorem**The fundamental theorem of the calculus*

** The fantastic leading idea:** The real world may be understood in terms of the real numbers

Imagine that this would be the index or syllabus of the course and the instructions were: Pick one of these topics, the one that makes you wonder more, that makes you awe, develop it until you can integrate it into a meaningful whole with your course.

They have to choose which group takes which topic, that will make them start to get involved in this aspects of the whole in order to see why they want to work on a particular topic. And if there are any groups coinciding in their choice they would have to negotiate (which is a very important skill to learn). They will need to figure out -a little bit- what calculus is about but as they have some mathematical background they will find their way out

Despite my idea, I will name a few studies that had brought to the field -didactics of mathematics- evidence of the advantages of introducing history and cultural context into the teaching of mathematics.

Doorman, M. and van Maanen, J. (2008). A historical perspective on teaching and learning calculus. *Australian Senior Mathematics Teacher. Vol. 22**(2) pp. 4-14.*