The Myth Of Ability
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| Author | : John Mighton |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 218 |
| Release | : 2009-05-26 |
| Genre | : Education |
| ISBN | : 0802719252 |
For decades teachers and parents have accepted the judgment that some students just aren't good at math. John Mighton-the founder of a revolutionary math program designed to help failing math students-feels that not only is this wrong, but that it has become a self-fulfilling prophecy. A pioneering educator, Mighton realized several years ago that children were failing math because they had come to believe they were not good at it. Once students lost confidence in their math skills and fell behind, it was very difficult for them to catch up, particularly in the classroom. He knew this from experience, because he had once failed math himself. Using the premise that anyone can learn math and anyone can teach it, Mighton's unique teaching method isolates and describes concepts so clearly that students of all skill levels can understand them. Rather than fearing failure, students learn from and build on their own successes and gain the confidence and self-esteem they need to be inspired to learn. Mighton's methods, set forth in The Myth of Ability and implemented in hundreds of Canadian schools, have had astonishing results: Not only have they helped children overcome their fear of math, but the resulting confidence has led to improved reading and motor skills as well. The Myth of Ability will transform the way teachers and parents look at the teaching of mathematics and, by extension, the entire process of education.
| Author | : Andrew Hacker |
| Publisher | : New Press, The |
| Total Pages | : 257 |
| Release | : 2010-05-25 |
| Genre | : Education |
| ISBN | : 1620970694 |
A New York Times–bestselling author looks at mathematics education in America—when it’s worthwhile, and when it’s not. Why do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? While Andrew Hacker has been a professor of mathematics himself, and extols the glories of the subject, he also questions some widely held assumptions in this thought-provoking and practical-minded book. Does advanced math really broaden our minds? Is mastery of azimuths and asymptotes needed for success in most jobs? Should the entire Common Core syllabus be required of every student? Hacker worries that our nation’s current frenzied emphasis on STEM is diverting attention from other pursuits and even subverting the spirit of the country. Here, he shows how mandating math for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. Expanding upon the author’s viral New York Times op-ed, The Math Myth is sure to spark a heated and needed national conversation—not just about mathematics but about the kind of people and society we want to be. “Hacker’s accessible arguments offer plenty to think about and should serve as a clarion call to students, parents, and educators who decry the one-size-fits-all approach to schooling.” —Publishers Weekly, starred review
| Author | : Erik J. Larson |
| Publisher | : Harvard University Press |
| Total Pages | : 321 |
| Release | : 2021-04-06 |
| Genre | : Computers |
| ISBN | : 0674983513 |
“Artificial intelligence has always inspired outlandish visions—that AI is going to destroy us, save us, or at the very least radically transform us. Erik Larson exposes the vast gap between the actual science underlying AI and the dramatic claims being made for it. This is a timely, important, and even essential book.” —John Horgan, author of The End of Science Many futurists insist that AI will soon achieve human levels of intelligence. From there, it will quickly eclipse the most gifted human mind. The Myth of Artificial Intelligence argues that such claims are just that: myths. We are not on the path to developing truly intelligent machines. We don’t even know where that path might be. Erik Larson charts a journey through the landscape of AI, from Alan Turing’s early work to today’s dominant models of machine learning. Since the beginning, AI researchers and enthusiasts have equated the reasoning approaches of AI with those of human intelligence. But this is a profound mistake. Even cutting-edge AI looks nothing like human intelligence. Modern AI is based on inductive reasoning: computers make statistical correlations to determine which answer is likely to be right, allowing software to, say, detect a particular face in an image. But human reasoning is entirely different. Humans do not correlate data sets; we make conjectures sensitive to context—the best guess, given our observations and what we already know about the world. We haven’t a clue how to program this kind of reasoning, known as abduction. Yet it is the heart of common sense. Larson argues that all this AI hype is bad science and bad for science. A culture of invention thrives on exploring unknowns, not overselling existing methods. Inductive AI will continue to improve at narrow tasks, but if we are to make real progress, we must abandon futuristic talk and learn to better appreciate the only true intelligence we know—our own.
| Author | : Dave Crenshaw |
| Publisher | : Mango Media Inc. |
| Total Pages | : 123 |
| Release | : 2021-01-19 |
| Genre | : Business & Economics |
| ISBN | : 1642505064 |
Multitasking Doesn’t Work —Learn What Does! “...multitasking is, in fact, a lie that actually wastes time, energy, and money. Most of all, it robs us of life and our relationships with others.” —Chuck Norris, world-renowned actor and martial artist Through anecdotal and real-world examples, The Myth of Multitasking proves that multitasking hurts your focus and productivity. Instead, learn how to be more effective by doing one thing at a time. Productivity and effective time management end with multitasking. The false idea that multitasking is productive has become even more prevalent and damaging to our productivity and well-being since the first edition of The Myth of Multitasking was published in 2008. In this revised and updated second edition, author and productivity expert Dave Crenshaw provides a solution for the chaos of distraction that multitasking creates —and a way to combat the temptation to constantly switch between tasks. Learn how to actually get things done. Dave Crenshaw takes the idea of multitasking as a productivity tool and smashes it to smithereens. But rather than leaving you with the burden of wading through the wreckage all by yourself, he shows you how to focus, move forward, and free up more time for what you value the most. In this new edition of The Myth of Multitasking, discover: Updated research on how and why multitasking doesn’t work Worksheets to help you figure out how to manage your day effectively Easy, actionable steps to manage your life well and accomplish your dreams and goals Readers of self-improvement books and time management books like Indistractable, Free to Focus, or It Doesn't Have to Be Crazy at Work will love increasing productivity and personal success with The Myth of Multitasking.
| Author | : Gerald Matthews |
| Publisher | : MIT Press |
| Total Pages | : 724 |
| Release | : 2004 |
| Genre | : Family & Relationships |
| ISBN | : 9780262632966 |
A comprehensive, scientific examination of the popular psychological construct of emotional intelligence.
| Author | : Ray Scott Percival |
| Publisher | : Open Court Publishing |
| Total Pages | : 316 |
| Release | : 2012 |
| Genre | : Literary Criticism |
| ISBN | : 0812696859 |
Religious zeal, suicide terrorism, passionate commitment to ideologies, and the results of various psychological tests are often cited to show that humans are fundamentally irrational. The author examines all such supposed examples of irrationality and argues that they are compatible with rationality. Rationality does not mean absence of error, but the possibility of correcting error in the light of criticism. In this sense, all human beliefs are rational: they are all vulnerable to being abandoned when shown to be faulty.
| Author | : Stobart, Gordon |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 210 |
| Release | : 2014-02-01 |
| Genre | : Education |
| ISBN | : 033524730X |
This book looks at what we know about becoming a skilled performer or practitioner and how this relates to classroom teaching and learning.
| Author | : Matthew Hindman |
| Publisher | : Princeton University Press |
| Total Pages | : 199 |
| Release | : 2009 |
| Genre | : Computers |
| ISBN | : 0691138680 |
Matthew Hindman reveals here that, contrary to popular belief, the Internet has done little to broaden political discourse in the United States, but rather that it empowers a small set of elites - some new, but most familiar.
| Author | : James J. Heckman |
| Publisher | : University of Chicago Press |
| Total Pages | : 469 |
| Release | : 2014-01-14 |
| Genre | : Business & Economics |
| ISBN | : 022610012X |
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
| Author | : Stephen S. Cohen |
| Publisher | : New York : Basic Books |
| Total Pages | : 328 |
| Release | : 1987-06-03 |
| Genre | : Business & Economics |
| ISBN | : |
