Through the reading, I found the distinction of thinker imperatives vs scribbler imperatives very interesting. Other than the inclusive/exclusive connotation discussed in the article, I thought that given the wide-spread math anxiety, we might want to use more thinker imperative, in order to encourage students to consider themselves as a capable thinker.
---
As a student, I think I liked textbook. The formulas, worked examples and practices were all very helpful to me. The only problem I have with them was their volume and weight. Since I really wanted to work on my homework with the textbook in my hand, and I didn't want to bring it home, I never do my math homework at home (I did them after school or during other classes). I think at that time, I totally considered learning math as an purely individual process. To some extent I still think in the same way. However now I have been working as a tutor, playing a role in one's learning, it seems like "learning math is an individual process" sounds less valid.
Combining with the questions asked in the reading, I am reminded about two things. The first one is one of the FPPL, which state that "learning is holistic, reflexive, reflective, experimental and relational." The second one is the sociocultural theory (we did in EPSE 308), which consider learner's interaction with a more knowledgeable individual as an important pathway of learning. I think textbooks may serve as the knowledgeable individual figure. Then if, the students have anybody/anything else that can play that role when they are learning, I guess textbook is not needed.
I love the way you’re thinking here! Your take on thinker vs. scribbler imperatives is such a sharp insight, and you’re absolutely right — with the amount of math anxiety out there, inviting students to see themselves as thinkers is huge. That’s exactly the kind of subtle shift that can change how kids show up in the room.
ReplyDeleteYour reflection on your own textbook experiences made me smile — the image of you refusing to carry the giant book home is extremely relatable. And it’s so cool to see how your view is shifting now that you’re a tutor. That moment where you link FPPL and sociocultural theory to the role of the “knowledgeable other” is honestly brilliant.
Something to keep wondering about:
Since you’re wondering when a textbook is actually needed and when another “more knowledgeable other” could step in — how might you decide, in your future classroom, which moments call for the supportive structure of a textbook and which moments call for the relational, collaborative learning you’re now valuing?