There is a zeal for learning which has no other foundation than a wish to appear learned, and there is another which springs from man's natural curiosity about all things far or near which may affect himself.

Jean Jacques Rousseau (1762) Emile

Categories

Data Source

Characteristics

Implications

Entry Behaviors

Students learning base two are able to add and subtract 3- digit numbers, multiply and divide by two, and identify place values for 3- digit numbers.

Although they can perform the operations, they often do not know the conventional mathematical terminology involved.

Interviews and observation: Same as above.

Attitudes and Motivation

Interviews and observation: Same as above.

Homeschoolers who choose, or have been encouraged, to study a particular math topic (like base 2) only do so if they are really interested in the subject, or if they need to know it in order to reach a goal, e.g., computer programming. Motivation and attitude are enthusiastic. No observations or interviews indicated a reluctant learner.

As these learners are accustomed to studying subjects in an interesting way, I will need to sustain their interest. If at any time they perceive the module to be boring or irrelevant, they will lose interest. I must keep reminding them of where their knowledge will be used and show them things you can do with base 2 numbers. I will use games and puzzles to sustain their interest.

Educational and ability levels

Interviews and observation: Same as above. Research. (Ray, 1990)

These will vary according to the particular interests of the learner and the educational approach taken by the parent. Studies show that average achievement will probably be at or above the 80th percentile of conventional school students.

As this unit is relatively independent of prerequisite math knowledge, I expect the students will know, or independently learn the required entry behaviors and learn the process quickly.

Learning preferences

Interviews and observation: Same as above.

These children expect learning to be fun. They expect to grasp the essential points quickly and then have fun with the information.

Because the process of learning this module is fairly logical, I will need to give all the relevant information at the start of the module.

Generally they are unused to, and intolerant of, too much imposed structure. Tests are used very rarely.

 I will need to assess understanding of concepts with the use of self-check tests - preferably written in the form of a game.

These student are accustomed to self-instructional material and will know the techniques of referring back to examples or forward to solutions if they get stuck on a problem.

They will not need any special instructions on how to use self-instructional material, but I must provide enough examples and solutions to problems in the instructional materials.