I have been walking in lock down.
As I walk I connect the threads of paths and plat them.
Exploring with no destination but the hope to walk somewhere new,
Pop out in a surprising new place,
See where that path leads us.
It grounds my knowledge.
This walking is an ironic full circle. In a maths education paper I read 10 years ago “Relational Understanding and Instrumental Understanding” by Richard R. Skemp. He encouraged an understanding of how to teach was not to learn certain routes for utility goals but to walk and explore and construct a map of the field. I may not agree with the pedagogy but I do agree with the power of the analogy.
below is the quotation:
“A concrete example is necessary to begin with. When I went to stay in a certain town for the first time, I quickly learnt several particular routes. I learnt to get between where I was staying and the office of the colleague with whom I was working; between where I was staying and the office of the colleague with whom I was working; between where I was staying and the university refectory where I ate; between my friend’s office and the refectory; and two or three others. In brief, I learnt a limited number of fixed plans by which I could get from particular starting locations to particular goal locations.
As soon as I had some free time, I began to explore the town. Now I was not wanting to get anywhere specific, but to learn my way around, and in the process to see what I might come upon that was of interest. At this stage my goal was a different one: to construct in my mind a cognitive map of the town.
These two activities are quite different. Nevertheless they are, to an outside observer, difficult to distinguish. Anyone seeing me walk from A to B would have great difficulty in knowing (without asking me) which of the two I was engaged in. But the most important thing about an activity is its goal. In one case my goal was to get to B, which is a physical location. In the other it was to enlarge or consolidate my mental map of the town, which is a state of knowledge.
A person with a set of fixed plans can find his way from a certain set of starting points to a certain set of goals. The characteristic of a plan is that it tells him what to do at each choice point: turn right out of the door, go straight on past the church, and so on. But if at any stage he makes a mistake, he will be lost; and he will stay lost if he is not able to retrace his steps and get back on the right path.
In contrast, a person with a mental map of the town has something from which he can produce, when needed, an almost infinite number of plans by which he can guide his steps from any starting point to any finishing point, provided only that both can be imagined on his mental map. And if he does take a wrong turn, he will still know where he is, and thereby be able to correct his mistake without getting lost; even perhaps to learn from it.
The analogy between the foregoing and the learning of mathematics is close. The kind of learning which leads to instrumental mathematics consists of the learning of an increasing number of fixed plans, by which pupils can find their way from particular starting points (the data) to required finishing points (the answers to the questions). The plan tells them what to do at each choice point, as in the concrete example. And as in the concrete example, what has to be done next is determined purely by the local situation. (When you see the post office, turn left. When you have cleared brackets, collect like terms.) There is no awareness of the overall relationship between successive stages, and the final goal. And in both cases, the learner is dependent on outside guidance for learning each new ‘way to get there’.
In contrast, learning relational mathematics consists of building up a conceptual structure (schema) from which its possessor can (in principle) produce an unlimited number of plans for getting from any starting point within his schema to any finishing point. (I say ‘in principle’ because of course some of these paths will be much harder to construct than others.)”