( ** ) Send note to Paul
Prueitt .
( ** )

August 20, 2002

These notes are formative
towards Prueitt’s new book on learning theory.

We expect that the book will
be developed over the next four months.

(Comments)

(opening of google e-forum June 16, 2006)

The

Textbook syllabus:
Arithmetic in arbitrary number bases

Sample
Teaching Session and One-Hour Demonstration

is the actual curriculum that re-teaches arithmetic in arbitrary number bases

“Question of Access” is a scholarly thesis on the problem of learned disability in arithmetic and the proposed remediation.

Outline: *(A little bit is written on those chapters having a
hyperlink.)*

* *

The scholarly thesis about
conjectured learn__ed__ disability

[1] A Model of Self Concept, Selective Attention and Coherence in Viewpoint

[2] Low Zone Tolerance as a model of student inability in mathematics

[3] The Evidence of Learn__ed__ Disability
with respect to mathematics curriculums

[4] Ubiquitous social-philosophical
justification for Learn__ed__ Disability

[5] The motivated-bored-fearful framework for classroom social interaction

[6] The Nodal
Forest Learning Strategy, the healing/re-accommodation process

[7] Re-teaching
arithmetic using number bases other than base 10

[8] Extending
non-base-10 arithmetic into topology and number theory

[9] A true
liberal arts education “about” the nature of mathematics

[10] A liberal
arts history of mathematics

[11] Towards a
science of knowledge systems

[12] Social enlightenment about the nature of mathematical thought

__ __

( ** ) (Other Beads) ( ** )