Mathematics is the relationship of questions and facts involving magnitude

Mathematics is the relationship of questions and facts involving magnitude.


Which comes first the chicken or the egg?

Which comes first the question or the answer?

Facts in relationship one to another is the very definition of a function or equation.

The answer therefore is the ordered steps needed to solve the question, function or equation.

The Jeopardy page is the question, function or equation.

The Subject Pie page is the ordered steps needed to solve the question.

One can state the two statements above as an equality or equation with both sides equal!

Word problem or equation = facts in relationship.

One can begin with the facts or the questions.  One implies the other except in very special and high order mathematics.

If one has learned to deeply process facts by asking questions.  One can solve questions by evaluating the facts in an orderly fashion.

Learning to learn self assessment and resource video links

I trust the background and method of rapid learning is knowable in part or whole.  What part or whole do you know?  What part or whole can you do?

What are three barriers to rapid learning?
What are the steps needed to overcome each of the barriers?
How can the learner take responsibility for mastering the material to be learned in a lean and effective way?

Were you able to understand and implement a trial of deep processing, distributed practice in your class work?

Have you begun brain training to increase your bandwidth?

What are the results to date on time spent in study?  Test scores?

This video illustrates the value of deep processing.

How to Get the Most Out of Studying: Part 2 of 5 ... - YouTube

This video illustrates the value of distributed practice.

Key Concepts in Spacing Learning Over Time

In my system the traditional class, lecture or reading is merely a DATA STACK of topics and relationships written on the Statement/PIE page  which is the in box for stuff to be learned.  The Jeopardy page is filled with questions that are well formed to show meaningful relationships to use in distributed practice at one day and weekly up to three weeks.  The learning is inherent in question forming and extended by meta level question forming.  Learning is therefore forming questions showing understanding.  The questions are a form of test.  Every review of the question prompt is distributed practice test taking that overcomes or demolishes the forgetting curve.  Reviewing questions does not provoke anxiety like the actual test in class.  The learner who processed the DATA STACK with well formed questions and practiced answering the questions using distributed practice has every reason for the same level of confidence as an open book, open ended test.

Acknowledging that tests increase symptoms of anxiety, what can we change to lower the probability or amount of anxiety beyond being prepared?  Performance is ability minus anxiety, therefore reducing stress and anxiety during performance and testing is desirable.

Often body language and posture either enhances or negates test taking anxiety.  Check out the following video and pay attention to the affect of proper posture or “power posing” in stress and confidence hormone levels.

Amy Cuddy: Your body language shapes who you are …

Below is a video on good posture that will show you how to sit/stand in an “all day power pose.”

Authors@Google: Esther Gokhale - YouTube

By the way, good posture does improve backs, diminish pain, improve confidence and diminish anxiety.

Metacognition: How do we know when we know?

METACOGNITION  is defined as "cognition about cognition", or "knowing about knowing". It comes from the root word "meta", meaning beyond.

How does one know when they know something?

How does one learn something new that they do not yet know?

A common mistake made by students who study and work hard is to conflate review with learning.  DISTRIBUTED PRACTICE or review is not learning, per se, it is actually not forgetting which is entirely different. 

One can learn beyond the known  if one ask "beyond questions" known as meta level questions.  

One can also make a LEAN learning process by STUDYING STRATEGICALLY or purposely  new material and distributing practice to keep the learning forever.

Consider the following metalevel questions about subject X.

What does the presented information DISTILL as the big idea of  X? 

What does the presented information OMIT that is important about X?

What new understanding can I form from the following resources:

      1. The Statement/PIE (proof, information and examples presented); 

      2. The ignored Statement/PIE that is already known

      3. The unknown PIE/Statement that is a priority to know?

TRUTH and Integrity are pillars of learning.

In American jurisprudence the stated aim of inquiry by testimony is "the Truth, the whole Truth and nothing but the Truth."  This is the strategic aim of "Truth, Justice and the American Way."  It is also the basis and aim of learning!

What can one learn from the false 1.0?

What can one learn from a meta level inquiry of "the False, the whole False and nothing but the False" 2.0?

The strong and unadulterated Truth is worth it's weight in gold at all levels because it is dependable, reproducible and scalable.  Not so the weak and adulterated truth.  Everything we know is made up of two parts, known to some degree/unknown to some degree. In effect unadulterated, unabridged AND adulterated, abridged.

How does one know?

What can one know?

What does one need to know that one does not yet know?

With limited time, talent and capability; learning, not forgetting and forgetting must be STRATEGIC.

META LEVEL QUESTIONS

What's the BIG IDEA?

What's MISSING?

What's the SYNTHESIS.

A YOUTUBE video from Samford University about metacognition.

How to Get the Most Out of Studying: Part 1 of 5 ... - YouTube