David Wees's blog

Introducing vocabulary in a digital book

Example from Complex Variables textbook

(Source: Complex Variables with Applications, Second Edition, A. David Wunsch)

 

Algebra with words, symbols or a computer

"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.

Negative attitudes about math

Attitudes about math

 

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?

Reflection on How to Learn Math: User interface matters

I'm participating in Dr. Jo Boaler's course "How to learn mathematics" which started two days ago. Here are my observations so far:

What evidence convinces teachers to change practices?

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?).

What does change teacher practice?

Ambiguity in mathematical notation

I'm reading Dylan Wiliam's "Embedded Formative Assessment" book (which I highly recommend) and this paragraph jumped out at me:

Designing open-ended tasks - Part 1

Designing an interesting and open-ended task is relatively easy. The challenging part comes when you attempt to use the task and learn something as a teacher about what your students understand.
 

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