As you may have heard, adults don't need or use math. One can be a successful human without being a successful math learner. In fact, most adolescents and young adults will stop taking mathematics as soon as their school no longer requires them to do so. So why do we force adolescents and young adults … Continue reading A few reasons to teach, learn, and do math
Qual Guy: How I came around to Qualitative Research
In between teaching math and where I’m at today - in the final year of a PhD program in math education - I obtained a master’s degree…. in atmospheric science. Makes perfect sense right? I won’t bore you the details, but my reasoning was that I’ve always been interested in weather and climate and I … Continue reading Qual Guy: How I came around to Qualitative Research
The Warm Body Problem: Digital Curricula and the Looming Teacher Shortage
How ought digital curriculum developers be thinking about teacher shortages?
Three Strategies to Help Improve Students’ Conception of Math – Part 3: Do Math With Students (Not at Students)
You know how teachers are supposed to join in when they do “Drop Everything and Read”? We should have the same attitude in math. My third recommendation to help students reconcieve of math as a discipline that goes beyond calculation is to do math with students. Most teaching time is spent with the teacher doing … Continue reading Three Strategies to Help Improve Students’ Conception of Math – Part 3: Do Math With Students (Not at Students)
Three Strategies to Help Improve Students’ Conception of Math – Part 2: Do Useful Math
In my previous post, I discussed one way to provide tasks that help students reimagine the discipline of mathematics: doing creative math. This post discusses the second of three strategies: doing useful math. To me, the interesting thing about math is that it is at once a plaything with seemingly no utility and an immensely … Continue reading Three Strategies to Help Improve Students’ Conception of Math – Part 2: Do Useful Math
Three Strategies to Help Improve Students’ Conception of Math – Part 1: Do Creative Math
How can we offer students a truer and more open conception of mathematics? Part 1: Do creative math.
Explainer post: A year’s worth of Algebra Warm Ups
Take me to the Warm Ups Landing Page We all have summer projects. Personally, I like to go into my back yard annually and destroy it a little bit (followed by putting something in its place). In addition to year projects, I always like to give myself at least one summer blog-ish project. These projects … Continue reading Explainer post: A year’s worth of Algebra Warm Ups
Delightful Data Visualization: Polypad and Young Statisticians
We all acknowledge that data analysis and representation is a key part of our math curricula in the 21st century. But while it’s baked into Common Core and other state standards, it can be a bit unwieldy at lower grades. One of the barriers between students and sophisticated data analysis has been (until recently) lack … Continue reading Delightful Data Visualization: Polypad and Young Statisticians
HB 1557 and lines in the sand: Understanding and communicating the purpose of Florida’s “Don’t Say Gay” bill
(This website is about math and math education. While I don't normally write about Topics of the Day, it's crucial that parents and educators understand the text and purpose of Florida's House Bill 1557, which specifically targets teachers and students.) I’ve never been much of a proponent of fleeing a state because you disagree with … Continue reading HB 1557 and lines in the sand: Understanding and communicating the purpose of Florida’s “Don’t Say Gay” bill
What’s the “of” in a percentage grade? A percentage of what, exactly?
In my Numbers, Operations, and Patterns course that I’m teaching, we discuss rational numbers a lot. We’re working through Teaching Fractions and Ratios for Understanding by Susan Lamon. It’s an indispensable book for the deep dive into rational numbers as well as the inherent glimpse into the development of elementary-to-junior-high mathematical thinking. Anyway, we often … Continue reading What’s the “of” in a percentage grade? A percentage of what, exactly?
emergent math 