published by David Wees on Wed, 07/24/2013 - 11:14
One of the teachers I work with used Angry Birds as a context for learning about quadratic functions. Whenever they wanted to introduce a new topic, they referred back to the context of Angry Birds so as to give students a representation of quadratics with which the students may be familiar.
Let's see what that could look like. Here's one angry bird shot.
Here's the data from the shot above inputted into Geogebra.
published by David Wees on Mon, 07/22/2013 - 07:41
I have for some time now been subscribed to too many sources of information. As part of my transition to a new job, I have been culling various items in my feed. This is based largely on the fact that my role as an educational technologist is greatly diminished and I have less need to know about such a wide variety of tools. My focus will be much more on mathematics education, and while I think there is a role for technology to play, I think the number of tools which have potential use is much smaller.
published by David Wees on Sun, 07/21/2013 - 19:48
I am reading Disrupting class, by Clay Christensen, Michael Horn, and Curtis Johnson. In the introduction of Disrupting Class, Clay Christensen, et al., give six possible reasons for why the United States education system does not appear to be doing well when compared with other OECD countries:
published by David Wees on Thu, 07/18/2013 - 08:39
"If some one say: "You divide ten into two parts: multiply the one by itself; it will be equal to the other taken eighty-one times." Computation: You say, ten less thing, multiplied by itself, is a hundred plus a square less twenty things, and this is equal to eighty-one things. Separate the twenty things from a hundred and a square, and add them to eighty-one. It will then be a hundred plus a square, which is equal to a hundred and one roots. Halve the roots; the moiety is fifty and a half.
published by David Wees on Wed, 07/17/2013 - 20:07
No one is born hating math. Our attitudes about it, positive or negative, are a result of our culture, our interactions with math, our experiences with other people while doing math, and the messages we see daily about mathematics.
What can we do as teachers, and as parents, to address negative stereotypes about mathematics?
published by David Wees on Sun, 07/14/2013 - 04:21
Research, by itself, rarely changes teacher practices. Presentations on why their practices should change rarely change teacher practices. Attending conferences rarely changes teacher practices (a teacher may adopt a few new things from a conference, but how often has a teacher come back from a conference and begun to teach in a completely new way?).