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National Seminar on Capability Building of Private School Basic Education Teachers in Preparation to K-12 Implementation. A talk on Classroom Management and Discipline

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Code Blue is a cross-disciplinary collaboration between Carnegie Mellon’s Biomedical Engineering department and the Entertainment Technology Center. The cutting-edge left ventricular assist device (LVAD) can improve quality of life for patients with end stage heart failure. It even has the potential to extend their life expectancy. However, the medical and ethical decisions involved in electing to have the surgery can be complicated and scary for potential LVAD recipients and their caregivers. Code Blue is building tools for these patients to understand their diagnosis and the options available in a clear, sympathetic way. Leveraging mobile technology, they will be able communicate their goals and needs to caretakers and medical providers. In time, Code Blue’s patient-centered approach to health could be generalized to other operations associated with severe medical conditions.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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