Appropriateness of Reflection Spots

[avi...@linguistics.mu.ac.in]

Hi,

I have a question about what is happening in this video at 00:04:56 -

http://www.youtube.com/watch?v=hyOnhvN-j7c#t=296s.

In LbD on 2.3, we have a video depicting a version of Bhaskar's proof of what is known as the Pythagoras Theorem (It is not clear what Bhaskar called it !). In the LbD, it is suggested that the formula of "area of a square" and "area of a square with side c" can serve as reflection spots. My question is: if the learner is learning Bhaskar's proof of the Pythagoras Theorem then it is reasonable to assume that the learner is advanced enough to know the formula of a square. I feel that asking the learner to reflect upon the formula of a square might disengage the learner. So, could you please elaborate on how options (a) and (b) serve as reflection points?.

Thanks!

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[Walter Hugh Parker]

Hi Avinash,

I am not from a science or mathematics background, but let me share my reflections on what I understand could be the LOGIC behind the two points mentioned as reflection spots.

While some learners might already know the formula, reflecting on it can help reinforce the foundational understanding of the area of a square. This reflection can serve as a reminder of the basics before diving into Bhaskar's proof. It's like revisiting the essential building blocks to ensure a solid understanding. What also added to my thoughts was the fact that I heard of experiences where "advanced"/"advancing" learners (not essentially of MOOCs) "momentarily fumbled" at basics, the simplicity of how many cms are there in 1 meter, to mention one scenario. Anything is humanly possible if I could extend the irony. 

The second reflection spot and point mentioned could prompt learners, in my opinion, to connect their existing knowledge of the square's area formula with the specific context of Bhaskar's proof. It encourages them to explore how the proof relates to the area of a square with side length 'c,' creating a bridge between familiar concepts and the more advanced theorem.

In essence, I would say that these reflection spots aim to provide a smooth transition into Bhaskar's proof, fostering a deeper understanding by connecting some new information with what learners may already know.

Does this make sense? I encourage other participants to share their views. 

Walter Hugh Parker.

LCM DFM.