Parts of the Whole: Logical Categories of Learning: Why Teaching QR is Hard
This column introduces the reader to an essay by anthropologist Gregory Bateson on the nature of learning. In that essay, he stratifies the learning process into categories based on what aspect of the student’s understanding is required to change in order to accomplish a given learning task. A discu...
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| Format: | Article |
| Language: | English |
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National Numeracy Network
2019-07-01
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| Series: | Numeracy |
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| Online Access: | https://scholarcommons.usf.edu/numeracy/vol12/iss2/art20 |
| _version_ | 1828387231844270080 |
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| author | Dorothy Wallace |
| author_facet | Dorothy Wallace |
| author_sort | Dorothy Wallace |
| collection | DOAJ |
| description | This column introduces the reader to an essay by anthropologist Gregory Bateson on the nature of learning. In that essay, he stratifies the learning process into categories based on what aspect of the student’s understanding is required to change in order to accomplish a given learning task. A discussion of the first three categories is followed here by examples from quantitative reasoning tasks and a further example from the ongoing discussion in the community of what numeracy entails. Bateson’s classification of learning into “logical categories” sheds light on what the goals of numeracy ask of both student and teacher, as well as what may be needed beyond a single course to accomplish those goals. |
| first_indexed | 2024-12-10T05:52:14Z |
| format | Article |
| id | doaj.art-6a6ed1e8995d4212aea89eae9c4f6132 |
| institution | Directory Open Access Journal |
| issn | 1936-4660 |
| language | English |
| last_indexed | 2024-12-10T05:52:14Z |
| publishDate | 2019-07-01 |
| publisher | National Numeracy Network |
| record_format | Article |
| series | Numeracy |
| spelling | doaj.art-6a6ed1e8995d4212aea89eae9c4f61322022-12-22T02:00:01ZengNational Numeracy NetworkNumeracy1936-46602019-07-01122https://doi.org/10.5038/1936-4660.12.2.20Parts of the Whole: Logical Categories of Learning: Why Teaching QR is HardDorothy Wallace0Dartmouth CollegeThis column introduces the reader to an essay by anthropologist Gregory Bateson on the nature of learning. In that essay, he stratifies the learning process into categories based on what aspect of the student’s understanding is required to change in order to accomplish a given learning task. A discussion of the first three categories is followed here by examples from quantitative reasoning tasks and a further example from the ongoing discussion in the community of what numeracy entails. Bateson’s classification of learning into “logical categories” sheds light on what the goals of numeracy ask of both student and teacher, as well as what may be needed beyond a single course to accomplish those goals.https://scholarcommons.usf.edu/numeracy/vol12/iss2/art20quantitative reasoningnumeracymathematics educationlogical categoriesGregory Bateson |
| spellingShingle | Dorothy Wallace Parts of the Whole: Logical Categories of Learning: Why Teaching QR is Hard Numeracy quantitative reasoning numeracy mathematics education logical categories Gregory Bateson |
| title | Parts of the Whole: Logical Categories of Learning: Why Teaching QR is Hard |
| title_full | Parts of the Whole: Logical Categories of Learning: Why Teaching QR is Hard |
| title_fullStr | Parts of the Whole: Logical Categories of Learning: Why Teaching QR is Hard |
| title_full_unstemmed | Parts of the Whole: Logical Categories of Learning: Why Teaching QR is Hard |
| title_short | Parts of the Whole: Logical Categories of Learning: Why Teaching QR is Hard |
| title_sort | parts of the whole logical categories of learning why teaching qr is hard |
| topic | quantitative reasoning numeracy mathematics education logical categories Gregory Bateson |
| url | https://scholarcommons.usf.edu/numeracy/vol12/iss2/art20 |
| work_keys_str_mv | AT dorothywallace partsofthewholelogicalcategoriesoflearningwhyteachingqrishard |