WELCOME
D.I.M.E. is an outgrowth of research and resource persons provided by Dr. John Easley of The University of Illinois to the Thomas Payne and later the Steuben Elementary Schools, under grants from the Ford Foundation and the College of Education at The University of Illinois at Champaign-Urbana.
IN THE BEGINING
A pilot project conducted by James Kau proposed studying COMMUNICATION ACROSS MUTIPLE PERSPECTIVES. Over a three year period one teacher's professional growth was observed. Although that study is too lengthy to report here, its main conclusion was that professional growth is directly linked with the quality of the dialogues such teachers have within both their personal and professional lives. Participants grope with what are essentially ineffable feelings and develop definitions to explain the inexpressible. The quality of these efforts is directly linked to the growth that is achieved. The lack of experience we have in this area, and the little training regarding dialogues that is made available to the educational system, may be two of the reasons change is so difficult to affect.
The process of changing or improving a particular individual's techniques for teaching mathematics for instance, will be directly related to two things. The first is whether or not a dialogue can be established (with emphasis on the bilateral quality that the word dialogue implies), and the second is knowing what the attributes of a true dialogue are. D.I.M.E. has as its central purpose the pursuit and development of these two criteria.
PRESENTLY
Much of our present effort is centered around recent observations made by Dr. Easley and his wife Elizabeth at the Kitamaeno Elementary School in Tokyo, Japan. The Easleys spent the spring and summer months there. From mid March to mid August of 1981, they observed the teaching of math at the primary level. The vast majority of this time was spent at the first grade level, although second and fourth grades were observed as well.
Most interestingly, what the Easleys discovered wasn't massive emphasis on memorization of factual information, but rather a commitment to the DIALOGUE which fosters the pursuit of the subject matter. Whether or not "one plus one equalled two" was true, was secondary to developing the proper personality traits good students require in order to be independent learners. This was accomplished through careful control of the conversations first graders had over specific problems presented to them by the teacher. This was a profound revelation to many of us, for as the Japanese children tend to score highest in the world on international math tests, this feat is apparently not accomplished through massive emphasis on memorizing the "basics". In the September issue of this newsletter we hope to print an article by the Easleys describing their experience.
SOMETHIIIG NEW
D.I.M.E. feels that it provides something new to the teaching profession. It brings an organized effort to produce BILATERAL conversations with all, regardless of status. It is an attempt to provide true DIALOGUE between teachers and university personnel. Our expectation is that that DIALOGUE will produce better instruction in and research of mathematics.
D.I.M.E. provides a FORUM in which anyone concerned with the teaching of math can sit at a table in an informal manner and discuss with his counterpart at the university level, or the public school level, issues concerning either the teaching of math, or research in math education, or both. Classroom teachers are encouraged to engage in dialogues with their university counterparts (teacher trainers, resource persons, and researchers), for the purpose of developing means and methods to improve instruction in mathematics, as well as the methods and means of researching the problems they (the teachers) are having as they try to cope with everyday difficulties. Difficulties encountered especially when new ideas are incorporated into the curriculum. We feel that this coalition provides the best scenario yet in which change can be affected.
D.I.M.E. has begun to develop a description of the various elements of such DIALOGUES as are required at the several levels of interaction. The observations of the Easleys', and Dr. Kaus' findings are indication enough that the elements of conversations are inextricably interwoven within the processes of researching and teaching of math. The conversation is the medium through which math teaching, and research of math teaching, can be improved.
ANOUNCEMENTS
D.I.M.E. meets twice a year at the University of Illinois. Meetings are planned for a two day period so as to provide enough time to discuss in detail the various projects underway, and allow everyone the opportunity to speak. A focus for each meeting is set and an agenda is drawn up first for the meeting at hand, and then for the meeting to follow. (This second agenda is usually only a general outline.) Meetings are held in October and February of each year.
NEXT SCHEDNED MEETIING
Our next scheduled meeting is February the 19th. and 20th. at the 805 Pennsylvania address in Urbana, Illinois. (The University of Illinois at Champaign-Urbana). Members requiring housing information please contact Linda Brandau at her home address at RR #2, Bloomington, Illinois 61701, or call her at 309-378-4236.
The first meeting of 1982 will focus on these two questions.
1.What techniques exist to help develop classroom dialogues of the type used at Kitamaeno School in Tokyo?
2.Wnat guarantees are there that such dialogues will lead to "correct" understanding?
DUES
At the October meeting, membership was discussed and it was decided that a $5.00 per year dues assessment ($2.50 for students) would be levied so as to provide funds for this newsletter and other minor expenses. If you haven't already done so, please forward your dues to Christy Brinkley at 1907 Rugby Road, Champaign, Illinois 61320.
COMMENT
In succeeding newsletters it will be the practice as agreed upon at our October, 1981 meeting, to provide space for articles. We encourage you to write about your experiences, and will print articles under the following headings.
TECHNIQUES
Under this heading will appear articles on how we cope with new technology, textbooks, and teaching strategies. Use of materials or activities and games, as well as games and activities "designed" by members for the classroom will be reported here.
WHAT'S HAPPENING
Ideas from research that are of use to classroom teachers, teacher trainers, and resource persons will appear here as well as status reports on research being done by members. Reports on articles that members have read and wish to share, as well as articles describing problems that members feel ought to be researched, will appear under this heading.
MEETING NOTES
Hence forth, summary notes of each meeting will appear under this heading. A brief commentary of the previous meeting will be given in order to inform members unable to attend that meeting of the discussions undertaken.
SEE YOU IN FEBIIUARY..............