published by David Wees on Sat, 10/05/2013 - 16:18
I grew up in a household that read all the time, talked about the world as we thought it exists and imagined possible worlds, and had conversations all the time about anything that interested us. I had my first computer at age 8, and had the freedom to use it as I pleased, which turns out involved programming it. My world was rich with numbers. My toys were mostly things that I could build things with. My house had a hallway full of many thousands of books, and so I never ran out of something to read.
published by David Wees on Tue, 10/01/2013 - 18:15
I may be presenting on social media use in education for a group of administrators in month or so, and a discussion I had on Twitter prompted me to think about why I use social media. An important aspect of any presentation on any tool is addressing the question; why should I use this?
published by David Wees on Thu, 09/26/2013 - 07:47
When my wife and I moved our family to NYC from Vancouver, we knew that we would have to get used to many changes, we just did not know how large some of those those changes would be.
We started our planning in January because we knew that finding an affordable place to live and a school for our son was going to be challenging. We created a map to overlay the information about schools we were gathering with information about rental prices. Very quickly we noticed a few trends.
published by David Wees on Mon, 09/23/2013 - 19:26
Based on this image created by Matt Henderson, I decided to write something for myself that would explore other possible random walks, although mine are generated in a slightly different way than what Matt did.
published by David Wees on Sat, 09/21/2013 - 15:33
Here are some ways you can use technology in your math class which are more interesting and innovative than using an interactive white board or having students watch instructional videos. Note that these ideas are all examples of potential student uses of technology.
published by David Wees on Wed, 09/18/2013 - 08:13
If we understand learning to be the developing of neural connections in the brain, then necessarily there cannot be true aha moments (or more accurately, every moment is an aha moment).
Lets suppose that a child has a (flawed) model of how something works. Each time they are presented with information, they build new connections between neurons in their brain, while also occasionally (usually while they sleep) removing connections that are not used. Over time, this gradually results in a child having competing models for understanding how something works.
published by David Wees on Tue, 09/17/2013 - 06:40
A recent New York Times article talks about how to fall in love with math. Related to this issue is how to develop mathematical curiousity in your students as a math teacher. In no particular order, these are some of my suggestions.
published by David Wees on Fri, 09/06/2013 - 06:04
In the fall of 1994, after several months of watching tapes, the project staff met to present some preliminary impressions and interpretations. We invited distinguished researchers and educators from Germany, Japan, and the United States to attend, and we listened intently to what they had to say. We were ready for a fresh perspective. It came late on the last day of the meeting. One of the participants, a professor of mathematics education, had been relatively silent throughout the day.