published by David Wees on Thu, 04/25/2013 - 16:49
Which of these ways dominates? Why?
* Note: There are some tasks which overlap. Programming a computer (under the creation category) to achieve a specific task could be a form of assessment, for example. Also, one could probably argue that "exploration" and "programming" aren't really distinct categories.
published by David Wees on Thu, 04/25/2013 - 09:07
"Just as we know students don’t learn simply because we tell them something, teachers don’t learn simply because we hand them a journal article." ~ Jo Boaler
This is part of my daily challenge as a learning specialist for mathematics and information technology. I can share research, suggestions, and resources, but how much of what I share actually changes practice?
Here is what I have found that does make a difference in their learning for my colleagues:
published by David Wees on Tue, 04/23/2013 - 16:33
Grant Wiggins shared an article on his blog called "The Nature of Proof." The article describes a course in geometry given in the 1930s that was not only extremely influential for those who took the course, many of them described it as the most important course they ever took in their entire lives. Here's a quote from the teacher of that course.
published by David Wees on Thu, 04/18/2013 - 15:56
The purpose of this post is to show an example of using math in the context of programming. I've written the post as I created the project, to try and outline my thinking during this process as much as I can. This is an example of me applying math that I know to a different context, creating a spiral of numbers. In a future post I plan on exploring what learning new mathematics through programming could look like.
published by David Wees on Sat, 04/13/2013 - 20:29
I went to the playground today with my son, and realized that the equipment at a playground could be really useful as apparatus for scientific experiments. Here are a few demonstrations of scientific principles: