By Richard P. Feynman
The excitement of discovering issues Out is a powerful treasury of the easiest brief works of Richard Feynman—from interviews and speeches to lectures and published articles. A sweeping, wide-ranging assortment, it offers an intimate and interesting view of a lifestyles in science-a sensible no different. From his ruminations on technology in our tradition to his Nobel Prize recognition speech, this booklet will fascinate a person attracted to the realm of rules.
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Extra resources for The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman
Mathematics reform recommendations thus far seem to have affected curricula primarily by inclusion of additional topics, with a concomitant decrease in how focused the curricula are. This seems to result from our unwillingness to drop other topics when newer topics are added. The impact of science reform recommendations remains untested as yet. Reform agendas in mathematics have had some impact on how demanding the tasks are that students are expected to become able to perform. Even were the evidence to suggest widespread use of more demanding tasks, demanding increasingly complex performances in curricula, which are unfocused — and trying to provide curricular experiences with too many content topics — seems destined not to produce the desired results.
The mathematics guides reflect expectations typical of mathematics education reform recommendations. Science guides do so only in a far more restricted way, but science reform documents had not been completed or widely disseminated at the time the documents sampled were gathered. S. composite curricula and most state curricula are unfocused in mathematics and in science, although less so. They deal with far more than the internationally typical numbers of topics. However, given roughly comparable amounts of instructional time, this topic diversity limits the average amount of time allocated to any one topic.
However, the result is curricula not focused on strategic topics and curricula that divide classroom mathematics time among more than the usual number of topics. We will likely see the results of this unfocused, “a little of everything” approach in the comparative mathematics achievements of our students. At the very least, we must question whether it is feasible to continue a distributed mastery approach while at the same time introducing new topics based on reform concerns. The former causes topics to persist several grades; the latter adds new topics while we seem unable to delete older material.