Rachel Carson

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Writing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],These books constituted a biography of the ocean and made Carson famous as a naturalist and science writer for the public. Embedded within all of Rachel’s writing was the view that human beings were but one part of nature distinguished primarily by their power to alter it, in some cases irreversibly.

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Silent Spring (1962) was on of the defining books of the twentieth century, a title that brought light the dangers that agribusiness placed on the environment through the national use of insecticides a business that generated $300 million. What made Carson's work important, was the fact that it was written with the general public in mind rather than filling the paper with technical jargon. This enabled her voice to reach a wider audience, but in doing so it raised issues of validity, and issues of sexism. One of the tactics used by the pesticide industry was to label Carson as confused 'spinster'. The industry was definitely wary of her affect, as she emerged at a time when environmentalism reached a mainstream level.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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