published by David Wees on Wed, 09/04/2013 - 10:54
(This is my son learning how to program in Turtle Art, at age 4)
As educators, we give work to students based on what we consider to be developmentally appropriate, and what we feel they have the capacity to learn, which then helps them develop exactly in the ways we expect. Isn't this a bit of cyclical reasoning?
published by David Wees on Thu, 08/29/2013 - 04:12
I don't see what value, if any, my time spent managing my LinkedIn profile has given me. I have nearly 1000 connections on the site now, but I have only used it to contact people a few times, and people have only used it a few times to contact me. They could have contacted me in a bunch of other ways, through sites that I use much more frequently.
published by David Wees on Tue, 08/20/2013 - 11:40
I'm working on a set of possible questions one can ask their students (and teach their students to ask themselves) while they are problem solving in math. Note that these questions are related to the work of George Pólya from his book How to Solve It.
published by David Wees on Thu, 08/08/2013 - 06:55
Importance of questions
Questions, both those asked by teachers and those asked by students, are an essential part of education. Questions can act as goals for learning, and motivate student curiousity about what they are learning. All teachers can attest to the fact that students who feel motivated to learn will learn much more effectively and much more deeply than students who lack motivation.
published by David Wees on Tue, 08/06/2013 - 09:03
At the SVMI institute, Sally Keyes led a workshop on the use of Math talks in the classroom. Some purposes of math talks are to present multiple ways of solving mathematical problems and to develop students' ability to discuss mathematics. This helps students learn other strategies they can use, look for patterns between the different strategies, and learn how to communicate mathematics with each other.