How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford | công thức nội suy trong excel | Kiến thức tự học thiết kế hiệu quả tại nhà

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford | Kho kiến thức học thiết kế hiệu quả nhất tại nhà.

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công thức nội suy trong excel và các Thông tin liên quan đến chuyên mục.

Bạn có thể đã nghe mọi người nói rằng họ chỉ giỏi toán, hoặc có lẽ bản thân bạn cảm thấy mình không phải là “một người giỏi toán”. Không phải như vậy, giáo sư toán học Jo Boaler của Stanford, người chia sẻ nghiên cứu về não bộ cho thấy rằng với cách dạy và thông điệp phù hợp, tất cả chúng ta đều có thể giỏi toán. Không chỉ vậy, bộ não của chúng ta hoạt động khác khi chúng ta tin tưởng vào bản thân. Boaler mang đến hy vọng cho những người giận dữ hoặc thách thức về mặt toán học, chỉ ra con đường dẫn đến thành công và làm thế nào đặt ra câu hỏi về những điều cơ bản mà giáo viên của chúng tôi tiếp cận nên là một trải nghiệm bổ ích cho tất cả trẻ em và người lớn. Jo Boaler là giáo sư giáo dục toán học tại Stanford và là người đồng sáng lập YouCubed, nơi cung cấp các nguồn tài nguyên và ý tưởng để truyền cảm hứng và hứng thú cho sinh viên về toán học. Cô cũng là tác giả của khóa học mở trực tuyến đầu tiên về dạy và học toán. Cuốn sách Trải nghiệm Toán học ở trường của cô đã giành được giải thưởng Sách xuất sắc của năm về giáo dục ở Anh. Là người nhận được giải thưởng “sự nghiệp sớm” của Quỹ Khoa học Quốc gia, cô vừa được BBC vinh danh là một trong tám nhà giáo dục thay đổi bộ mặt giáo dục. Buổi nói chuyện này được đưa ra tại một sự kiện TEDx sử dụng hình thức hội nghị TED nhưng được tổ chức độc lập bởi một cộng đồng địa phương. Tìm hiểu thêm tại.

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford và các hình ảnh liên quan đếnnội dung này.

How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford
How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

>> Ngoài xem đề tài này bạn có thể tìm xem thêm nhiều kiến thức tự học thiết kế khác do chúng tôi cung cấp tại đây: Xem thêm tại đây.

Nội dung có liên quan đến chủ đề công thức nội suy trong excel.

#good #math #surprising #facts #learning #Boaler #TEDxStanford.

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford.

công thức nội suy trong excel.

Hy vọng những Chia sẻ về chủ đề công thức nội suy trong excel này sẽ có ích cho bạn. Chúng tôi chân thành .

50 thoughts on “How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford | công thức nội suy trong excel | Kiến thức tự học thiết kế hiệu quả tại nhà”

  1. That case 1, case 2, case 3 business is profound, and these should actually be called case 2, case 3, and case 4. The real case 1 is one row, one square. The sequence is 1, 4, 9, 16 etc. and the operation is the sum of odd numbers. 0 + 1 = 1. 1 + 3 = 4. 4+5 = 9. 9+7=16. 16 + 9 = 25. etc.
    It is the ratio of the distances you cover when accelerating constantly. Galileo demonstrated this in Two New Sciences. Velocity = distance / time, and acceleration = velocity / time. So a = d/t^2. Constant acceleration means the distance = time^2, oh heyyyyy our friend the parabola, what's that doing here? (technically I should have said proportional, not necessarily equal, since I didn't include a in the equation, but it's constant, so I'm leaving it out for simplicity. if this parenthetical means nothing to you, either ignore it or explore proportionality)
    Anyways, the difference between consecutive squares is NOT ONLY the series of odd numbers, but the odd number is also the sum of the two bases between which it stands. 25 — 16 = 5 + 4. aka 5^2 — 4^2 = 5+4. What's 21^2? 20^2 is 400, and 20+21 is 41, so 441. 22^2 is 441+21+22 = 484. In general, A^2 — B^2 = A+B where A = B+1 and B is a natural number. Maybe (A+1)^2 — A^2 = 2A+1 is the best.
    These, I believe, are the correct answers. Not waterfalls. lol jk, but I've no doubt that most mathematicians would point out the connection between the series of odd numbers and squares. And then next complaint we might make, if we were ingratious mathematicians, is that counting the rows seems better than counting the cases, because then you just get x^2 rather than (x+1)^2, and really, whoever made this problem ought to have included, or at least alluded to the existence, of the true 1st case, of just one row, and one box. I mean, you could go further and start with no boxes, as I did in my summation of the odd numbers above. Have a nice day. If its night time and you can see the stars, why don't you go outside and learn to identify the north star? It's called Polaris and it is farily bright, in the north, and it is the last star in the panhandle of the little dipper. Which by the way is not the pleiades. Much love. I'm going to be a math teacher, wish me luck

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  2. I wasn't good at maths but when I went to another school everyone thought I was good at maths and I had no other options than to actually be good

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  3. I've always thought of myself as "not a maths person" because I never understood topics and lessons from the get-go and just couldn't grasp my brain around all the equations and formulas. This video is really insightful and changed my perspective, and I've realized that some people are just naturally talented at maths, but it is a subject that revolves around practice. When this practice (Whether it be visual, like Jo has stated, or just peer tutoring) is neglected- then you will lose grasp over your knowledge. When the problem of the stacked boxes came up, my instinct was to count how many and find a solution- but the different perspectives on the problem transformed it from a boring class question into a visual understanding. This has taught me that I am not "not a maths person" but just a different learner!

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  4. I was skeptical when I clicked on this vdo. The reason was that I am one of the 'not a math person'. I used to good at math in a fundamental level but feel so lost in my middle school. (ie set, function, algebra) part of it was a bad teaching. So, when I get in to university, I thought I could give it a go and enrolled in basic math subject. Unfortunately,it was more horrible with the lecture style classroom and I got a 'C', the bane of my university life.

    After finishing this vdo, I now understand more that it was not that there is a math brain but the brain that comfortable with that style of teaching. Unfortunately, all the math teacher are like that because they are good at study like that so they become 'good' at math. I do agree that we need to change they way we teach children, or any kind of learning at all.

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  5. There is difference in maths ability on people to people i love maths and where as my sister hates it …I think 🤔 people have really different ability..pushing maths to person who hates don't work really

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  6. Stumbled onto this video because I dropped core maths and physical science in high school and went on to study art. After 9 years out of high school and being an illustrator I realised I keep missing out because of my lack of self confidence so I’m going to be redoing maths and science and applying for an aerospace engineering degree.

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  7. For the pyramid question I got: 10,201

    Pyramid goes 100 times, forget the 1 and use : 3 5 7 9 11 13 15 17 19. Numbers repeat up to 201. so we take the beginning number and add it to last: 3 + 201 = 204. 5+199= 204 etc. the 100 numbers we have were halved into 204 so 100 becomes 50 and we multiply 50 x 204 = 10,200 then we add the 1 on top for 10,201.

    Let me know how you did it 🙂
    (also this took a lot of trial and error)

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  8. Teachers: know making mistakes is really really good for us
    Also teachers: “ya know, you have literally no future if you make any mistakes”

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  9. I here because i couldn't solve this problem: 12 men can do a work in 10 days while 10 women can do the same work in 18 days. In how many days 4 men and 6 women together can do the same work?

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  10. Kids, actually people in general, are good at what they like. Math is only one subject. There is art, music, sports, language. People will reach their full potential when they can direct more of their energy to things they like and are good at. Ms. Boaler may have good intentions, but is terribly wrong in her approach. Different kids learn math at different speed and they benefit when they are grouped based on that. All of them benefit, not just the advanced group. She says "remove labels", don't call kids "gifted" (I don't like that term either, mostly because it is used to describe the top 5% ore students, and gifted in our heads means the top 0.01%. In any case, she just replaces the term gifted with "high achieving". Then argues that high archieving students should just sit and wait for the rest of the students. In theory maybe. But in practice, that just creates a restless student that, to the teacher, is a misbehaving student. Imagine if we told the same thing to kids in sports. You have to all run at the speed of the slowest in the class.

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  11. i never try doing math, i'll be honest.but as time pass by i really want to learn and be good at math.. i can't even subrtract big numbs.. i'm ashamed of myself.

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  12. But the problem today was Kids are affraid of failing because they keep on focusing on grades instead of motivating their own. And you know what's worst? You can only get compliment from your teacher or parents if you got that A*. And this is my reflection. What matters today is today not the future. Future are for those kids and they will suffer if the can't withstand the pressure and this is the fact that we can't tell to many or accept because it's too unpleasant to hear. So in conclusion life is luck. Seeds will grow if they were placed on the right spot

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  13. I feel scared a lot I'm taking computer engineering & still my maths is so Poor. Even after tution & so many practices what should I do plzz someone help??

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  14. Yes, I'm appallingly bad at maths. Three friends over the years have tried to help me, and they've all given up. One of them after 6 weeks said she couldn't go on because she didn't understand how my mind worked. We're still good friends, we agree on many things, and we don't mention maths.  
    "Mistakes are good"? I know what Dr Boaler means but it doesn't work with everyone. I didn't understand what was going on in maths class, so I made mistake after mistake, blundering around in the dark. I got nothing but bad marks, and was "at the bottom of the class", where I stayed. I got very, very bored, and deveoped a loathing for the subject that was a threat to my future. One out of school I avoided maths in my career.
    And let no-one say it's because I wasn't taught right. Others in my class managed very well.

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  15. Using my fingers for solving math problems as a child made me codependent on outside visuals for solving math problems. Now I cant visualize the numbers in my head!!!!

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  16. I am one of the Japanese students and Japanese high schools are the same situation. Teachers all over the world should learn about humans brain and change their teaching style.

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  17. I have known people who grasp mathematics quickly with little effort. Then there are people like me, who had to struggle to comprehend most every concept in mathematics. I failed many math courses, and only learned it when I repeated the course. I therefore have difficulty accepting her premise.

    Reply

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