An oped by the executive director of the Consortium for Mathematics and Its Applications and a Brown University professor argue that different math skills are needed for different life applications and high school math curriculum should be adjusted accordingly.
Partnership between Uof Nottingham and Cal Berkeley to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics (CCSS).Funding is provided by the Bill and Melinda Gates Foundation through the University of California, Berkeley.
An article examines the use of drawing in science learning, starting from the history of drawing in experimental science. Unfortunately the full text requires a subscription. Thinking of implications for math learning.
Inspired by the work of Magdeline Lampert, interactive problems offer educators a fun tool to help learners think about "mathematical principles" within the familiar context of coinage. We love her idea that playing with combinations and recombinations of denominations promotes engagement with multiplicative thinking, and have produced this as a result.
This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom....
"This model for learning mathematics may be quite different from what teachers experienced themselves in the past where classrooms were less interactive, filled with little activity and conversation. Teachers were generally in control, directing all aspects of what was to be learned; different points of view and approaches seldom brought to the surface new ideas and insights and a high degree of redundancy meant that everybody learned the exact same thing at the exact same time.
It would be interesting to build a set a links to similar research results as this and discuss the implications this has for what we do as math teachers in our classrooms.
New research from Vanderbilt University has found students benefit more from being taught the concepts behind math problems rather than the exact procedures to solve the problems. The findings offer teachers new insights on how best to shape math instruction to have the greatest impact on student learning.
This just confirms what all the other research has been saying. The issue is getting all of us who didn't learn math conceptually, and who were not trained in college conceptually, to teach this way.
The NSDL was created by the National Science Foundation in 2000 to provide organized access to high quality online resources and tools that support innovations in teaching and learning at all levels of science, technology, engineering, and mathematics education.
GeoGebraWiki is a free pool of teaching materials for the dynamic mathematics software GeoGebra. Everyone can contribute and upload materials! All contents of this pool may be used free of charge.
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