Euclid? Big Discussion – D55

Everything appeared to be normal, just a regular Euclid class, until Ingrid mentioned a new standard calling for exact precision on our drawings, making them with previous propositions. She tried to make proposition 4, but didn’t succeed in doing so, showing that that exercise is not practical in the future propositions. We did agree that we would do them as precise as possible using our tools like the compass. The discussion evolved into finding a solution for a better learning process of Euclid. What we concluded is that we should divide the class into three groups, chosen by affinity, and to have standards for all of us for presenting and documenting the propositions, but each group will have its own rubrics and objectives, although the general objective for everyone is to finish up to proposition 30 for this semester. My group is Pablito, Alejo, Gabbi, Chacho, and Isa. This is our rubric:

We also talked about excuses and “getting real”, and how we have been interacting as a group and giving each other feedback. There were different views on the topic, some (Gabbi, Alejo, and some other I don’t remember) were saying we should have a third person, like a moderator or psychologist to mediate with each of us, and others (Carmen, Lucía, Kata, and some others) were saying we don’t need that and that it should be a personal approach with each other, that it has to be within us and not to wait for other person. I agreed with both sides by saying that the change and proactivity to solve problems comes within us, and that it could help having a workshop on how to work better as a group. I also tried to keep calm and mediate the opposite views, trying to reach an agreement on what should we do next as a group. I think I did a good job doing this and proposing solutions to these problems. At the end, we advanced in our organization and I take something positive of the discussion.