"Numbers aren't these brittle, fragile things that break," Meyer says. "They can play with them in fun, flexible ways."
Math Horizon's Aftermath: Steven Strogatz on Mathematics Education - 0 views
Does one have to be a genius to do maths? | What's new - 1 views
Five Triangles: 42. Hyperbola - 0 views
Visit to St. Ann's School - 1 views
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An interesting approach to k-12 math program. I liked the metametanome.
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Very funny, Becky. I taught with John, the post's author, in ATL. Good guy. Not easily impressed. All the more power to his St. Ann's visit. FYI, those folks are also the authors of the Math Munch site we used so much for last year's math club.
Styrofoam Cup Problem - 0 views
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I'm at NCTM and a presenter used his video to present a lesson. Very cool stuff!
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The presenter was Eric Milou, here is his powerpoint http://tinyurl.com/NCTM14milou
Harkness Math - 0 views
Fluency Without Fear - 0 views
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The English minister’s mistake when he was asked 7 x 8 prompted calls for more memorization. This was ironic as his mistake revealed the limitations of memorization without ‘number sense’. People with number sense are those who can use numbers flexibly. When asked to solve 7 x 8 someone with number sense may have memorized 56 but they would also be able to work out that 7 x 7 is 49 and then add 7 to make 56, or they may work out ten 7’s and subtract two 7’s (70-14). They would not have to rely on a distant memory. Math facts, themselves, are a small part of mathematics and they are best learned through the use of numbers in different ways and situations. Unfortunately many classrooms focus on math facts in unproductive ways, giving students the impression that math facts are the essence of mathematics, and, even worse that the fast recall of math facts is what it means to be a strong mathematics student.
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I learned math facts through using them in different mathematical situations, not by practicing them and being tested on them.
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Math facts are a very small part of mathematics but unfortunately students who don’t memorize math facts well often come to believe that they can never be successful with math and turn away from the subject.
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