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.
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.