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How to Leverage the Potential of Mathematical Errors Author(s): Wendy S. Bray Source: Teaching Children Mathematics, Vol. 19, No. 7 (March 2013), pp. 424-431 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.19.7.0424 Accessed: 29-01-2016 05:23 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This content do 3 on Fri, 29 Jan 2016 05:23:09 UTC 3 on Fri, 29 Jan 201 ll use subject to JSTOR Terms and Conditions 424 March 2013 * teaching children mathematics | Vol. 19, No. 7 Copyright © 2013 The National CounTcilhoisf TceoanchteenrstodfoMwanthleomadateicds,fIrnocm. w1w3w2..n1c7tm0..1or9g3. .A7ll3rigohntsFrreis,e2rv9edJ.an 2016 05:23:09 UTC This material may not be copied or distributed electronicaAllylloruisneasnuy bojtehecrt ftoormJSatTwOithRouTt ewrrmittsenapnedrmCisosniodnitfiroomnsNCTM. x www.nctm.org to Leverage the Potential of Mathematical EIncorporrating arfocus oon students'rmistakses into your instruction can advance their understanding. By Wendy S. Bray elling children that they can learn from their mistakes is common practice. Yet research indicates that many teachers in the United States limit public attention to errors during math- ematics lessons (Bray 2011; Santagata 2005). Some believe that drawing attention to errors publicly may embarrass error m

Information for your rubric.

Make your own lesson plan in seconds and keep them coming. An easy way to do it.

A look at rubrics that work for all subject and grade levels. Has a variety of rubrics not only for course work, but for behavior, class participation, listening, team work, etc.

A Guide for Developing and/or Evaluating Materials for use in Florida's Public Schools The process of lesson study should promote standards‐based instruction; the development of rigorous, rich, and relevant lessons to engage students in learning content outlined in the Next Generation Sunshine State (Common Core) Course Descriptions; and professional growth for each member of the lesson study team. With this goal in mind, we propose the follow items be included in any collection of materials designed to support the work of a lesson study team; furthermore, we suggest that this be a collection of items available in an electronic format.

This is an interesting look into the process our test-makers and standard-setters go through when evaluating content requirements of the FSA and determining what makes a "passing" score. I would give anything to have been able to participate in this panel! I can't imagine what kind of insight those attending back in 2015 received about the "mysterious" FSA test.

Avatar site with great options

Takes text and lays it out in spiral, valentine, rebus, etc. Good for language arts visuals as Web 2.0 tool.

Puzzlemaker is a puzzle generation tool for teachers, students and parents. Create and print customized word search, criss-cross, math puzzles, and more-using your own word lists.

Build your classroom library Import Booksource orders Import student roster Track book conditions Generate reports

For over a decade, TeAchnology has been providing free and easy to use resources for teachers dedicated to improving the education of today's generation of students. We feature 46,000+ lesson plans, 9,600 free printable worksheets, rubrics, teaching tips, worksheet makers, web quests, math worksheets, and thousands of other great teacher resources.

Great site for lesson plans and assessment rubrics. Plenty of worksheets and other resources.

This site gives an example of a discipline specific search engine for technology in education

This brief article is an early work by Dr. Ian Bogost related to what he would later refer to as "procedural rhetoric." In this piece Dr. Bogost draws parallels between various processes essential to being "literate" at different points in history. With what "processes" do we need to become literate as educators in the 21st century? How can we help others become literate?

This sounds a lot like learning by doing. If students can't experience battle re-enactments, or visit musuems and historical sites, or travel to parks, or act out a story, technology might afford those luxuries. Computers, iPads, even smart phones can provide virtual field trips and experiences. Students can further share these experiences through social networking. As an older generation, I feel it necessary to keep learning how today's youth are communicating so I will be able to connect with them and bridge that gap in their education.

Not a fan of Diamond, but I did like Guns, Germs, and Steel. As it relates to learning, I do agree that there is great benefit in constructing your learning. I imagine a day when we will be able to choose from a vast assortment of resources that will allow us to illustrate specific terms or concepts and from those resources we can build knowledge, sort of like a Lego model.

great tool to have students in grades 3-9th use as a way to improve their language, reading, and creative skills

Make your own comic in several different languages

Virtual Reality and Nursing School