published by David Wees on Wed, 02/12/2014 - 07:02
When I first started tutoring students, I often noticed that they struggled to add fractions. The addition of fractions just did not make sense to them. Part of this is caused by students having a weak understanding of fractions, and part of this is caused by them not understanding why the typical algorithms used to add fractions make sense.
Here is one model that I developed for myself, so that I could understand why addition algorithms for fractions make sense, and then use this model to help students make sense of adding fractions.
published by David Wees on Tue, 02/11/2014 - 18:12
The definition of what effective mathematics teaching looks like very much depends on what purpose we assign to teaching mathematics. A classroom where the primary objective is to teach students a specific set of mathematical skills for them to use later will look much different than a classroom where the primary objective is to teach students how to think mathematically, although there is obviously overlap between those two classrooms.
published by David Wees on Wed, 01/15/2014 - 15:46
This is part two of a three part series on formative assessment. This post deals with some things you can do between individual lessons based on formative assessment and during a lesson. You can read part one here.
published by David Wees on Thu, 01/09/2014 - 10:00
A few days ago, my wife told my son that he should do some mathematics from a 2nd grade workbook we had, and told him he could choose what he worked on. My son opened up the book to near the end of the workbook and decided to try some 2 digit subtraction exercises.
published by David Wees on Wed, 01/08/2014 - 05:55
Teaching is a learned activity. As such, the act of teaching requires that the teacher have a mental model of what it means to teach. When teachers teach in ways which appear to an outside observer to be ineffective or poorly thought-out, it is because they are using a flawed model for understanding teaching and learning. Blaming teachers for having flawed models is like blaming students for not knowing things; it doesn't solve the problem, it may even exacerbate it.
published by David Wees on Fri, 01/03/2014 - 08:03
The following are studies which were all featured in the media in 2013. I am posting them here in the hope that they will be read more widely than they are, and that educators will examine the research themselves, and think about how this may affect their current practice.