Research and real maths in school

From the previous posts the various types of research have been discussed; descriptive, correlation and experimental. Statistics and referencing in research work have been mentioned but have not been gone into anymore than seems necessary here. However, there are more aspects to research like longitudinal studies, placebo effects, examples of comparative studies that have not been covered.

The application of "real world" mathematics in terms of ratios, fractions, percentages, variance and basic equations have been introduced in the research process and hopefully highlight what, in my opinion, we really should be learning more of in schools, rather than the advanced differential and other forms of maths that we learn without practical relevance. If this was introduced and emphasized there would be more meaning in learning maths; especially if followed up with humanitarian aid projects, business plans, marketing research and financial intelligence (including credit management and how to strategise ones personal investment portfolio). And with the enthusiasm and relevance to real life, students naturally would become more interested in applying advanced expression of mathematics involving more complicated equations to resolve practical problems. The intellectual gymnasitics of abstract maths would still be able to develop later on the more real foundation of real maths and research.

Not only that, by developing the triangle of leaning to mathematics with secular reals maths (left brain), vedic maths (right brain short cuts) and metaphysics (numerology and sacred geometry), mathematics as proposed in the edu-create proposal would make the subject learning more personal, interesting and flexible. A student would not only learn from the aspect (apex) of the triangle that is suited for their learning type but by this integrated approach (once mastered) learn the secular methods faster by an associated multi-lateral approach. Of course, this would make more sense with examples and the edu-create proposal having been read.

Triangle of Learning (for Maths)

...........Associative Method............
...Numerology & Sacred Geometry...
..............3. Metaphysics..............

1. Real & Research..........2.Vedic
Secular........................Short Cut
Left brain....................Right Brain

International Baccalaureate (example of research thesis in schools)

The International Baccalaureate is a pre-university diploma that is rapidly taking over the British system as a better, more comprehensive and holistic alternative to the A level system in schools. It was first spread internationally through the United World Colleges around the world and has now become the main syllabus of the growing number of international schools in India. The course has a philosophical (Socratic Theory of Knowledge) and partial research component in its syllabus (through the writing of a 5,000 word thesis requirement) but not with the explanation of the research process or the "real" mathematics emphasis or an associative, integrated method or human values approach to its teaching and learning.

SOAPIER

Another component that perhaps should be introduced in schools at the pre-university along with research is a "SOAPIER" application to the research process. SOAPIER stands for;

Subjective, Objective, Assessment, Plan, Intervention, Evaluation, Review

This is the report taking process learned in the medical field and is a diagnostic approach to learning that compliments the research process. The Subjective involves asking the right questions (communication); the Objective involves taking the right measurements and objective recording of chosen markers and facts; Assessment involves analysis and prioritising the problems based on the subjective and objective; Plan involves the action to be taken to address the hierachy of problems assessed; Intervention is the action taken; Evaluation is the outcome of the action taken recorded; Review is the re-evaluation of the facts since the last recorded SOAPIE-R. This methodical approach in its application is a good outline for the practical registration of the research process in the clinical or real life setting and could be adopted in schools as a part of learning the research process to education.