Turns out, size does matter. So does how we count it.
Special persons day. Where big people sit in little chairs next to their young prodigy.
We were treated to a song and the Pledge Of Allegiance along with counting by 10's. We also got a worksheet and a bag of Skittles. Candies just about the size of a dime. We had to do counting, graphing, and evaluation. Such is the world of Pre-K.
The big push is to get kids engaged earlier. How they are being introduced to simple concepts affect core learning into the future.
While we worked I observed. The math involved counting and graphing by color. Skittles are considerably smaller than what is ergonomically normative. The work I have seen has large typefaces. The common belief is that handwriting easier if it is larger. This is true. It is ergonomically normative at that age because of developing motor skills. The larger assumption is that spatial skills track with motor skills. So children count and organize large items. By what scale do we measure spatial skills and are they mutually exclusive to motor skills?
The grandson organized the candies by vertical bar. No problem. It is when he began to count he could not count the small items visually. I observed the same from others as math concepts gave way to best way adaptation. They lacked the spatial skills to count the small objects.
Instead of this imperative is it possible to write big and think small?
Writing needs occupational development but spatial skills already exist that exceed this need. As the operators and functions of mathematics become more completed so do the concepts. Yet, from the very beginning of the learning process spatial comprehension takes a back seat at the simplest of levels. We have to foster occupational skills that nurture and foster spatial development to build a foundation for extensible thinking.
Nate Is Using His Big Words Again
Having a core competency is not Common Core.
One of these things involve a text book publisher making a profit. The other, involves being prepared, ongoing learning, and an open mind. So how do people confuse the two?
The common core spec can be found here. It was transposed into weights and measures and a profit center making it something else besides a way to prime peoples minds. A shame.
This profit center also masked the real message
What emerged from the Common Core was a second outcome. The idea that local competency can no longer be competitive to the global condition. This has been brought about by the velocity and the amount of information needed to solve problems and arrive at the best answer.
So maybe having a core competency is being competitive to the velocity and amount of information that exists beyond your physical locale. The challenge is not the information itself. It is how we use it.
Is it how or what you say or the means by which you say it?
The book, brochure, and poster have been hallmarks for printed communication for over 500 years. They impart semiotic markers for how we live our lives. As people we have come to look for standard information in familiar places within these formats. While moveable type is portable the information formats or standard remained for the most part static.
Precedents were created to make document systems extensible within an established format. These imperative constants guide printed communication and have gone as far as shaping our spatial comprehension of how we apply information so that we may curate or preserve an extensible but static format. Quite simply you can not have the semantic without the semiotic foundation. Defining semiotic need allows semantics to create rich context within a native scope.
Web designers have long stressed that the web be semantic but without semiotic foundation. They claimed the rules were too cumbersome. The same rules that advanced civilization for the past 500 years. As programmers we are not only responsable for the disruptive we are also accountable for the constant and familiar.
Have we been doing our best with the constant and familiar?
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