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?).