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Darren Kuropatwa

The UK needs a revolution in the way maths is taught. Here's why… | Education... - 7 views

  • We have confused rigour at hand-calculating with rigour for the wider problem-solving subject of maths – the necessary hand mechanics of past moments with the enduring essence of maths.
    • Darren Kuropatwa
      Well summarized important point made here.
  • An example I like to give is to pick up my iPhone, activate its Siri voice recognition and say: "Solve x cubed plus 2x plus one equals zero."
    • Darren Kuropatwa
      Do all students have access to this kind of technology?
      Do we have different learning goals for students in different learning environments?
Karen Wolfson

Thinking Blocks Modeling Tool - 3 views

shared by Karen Wolfson on 26 Dec 13 - No Cached
Mike Kammerzell

How to Encourage Critical Thinking in Science and Math | Teaching Science and Math - 28 views

  • Viewpoint

  • Implication

    • How could you ask that question differently?
  • ...13 more annotations...
    • What did you learn from solving this problem?
    • Is this the most important question to ask when solving the problem?
    • What questions need to be answered before answering this question?
    • What does this presume?
  • When you ask these and similar questions, you are encouraging your students to move from passive to active learning.
  • Avoiding Questions Easily Answered on the Internet

  • The following examples are referred to “Google-Proofing” in some circles.
  • the frequency of questions is not as important as the quality of questions.
  • the following are factors to consider when asking students questions.
    • The average level of questions asked by teachers are 60 percent lower cognitive, 20 percent procedural, and 20 percent higher cognitive. 
  • Increasing the frequency of higher cognitive questions to the 50
  • With predominate use of lower cognitive questions; students tend toward lower achievement
  • The use of higher cognitive questions tends to elicit longer student answers in complete sentences, quality inference and conjecture by students, and the forming of higher level questions.
    Encouraging students to use critical thinking is more than an extension activity in science and math lessons, it is the basis of true learning.

    Teaching students how to think critically helps them move beyond basic comprehension and rote memorization. They shift to a new level of increased awareness when calculating, analyzing, problem solving, and evaluating.
Daryl Bambic

Thinking Mathematics! - 11 views

shared by Daryl Bambic on 02 May 11 - Cached

Homepage - 14 views

shared by anonymous on 27 Apr 11 - Cached
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