I'm tired of having to search all over the place to find the-link-to-that-mathematics-resource-I-really-want-now-and-bookmarked-a-year-ago and so I created a spreadsheet to keep track of the various mathematics resources as I learn about them. Yes, I know I could have done this with Diigo or Delicious, but I prefer the portability and simplicity of a spreadsheet.

Newsletter:

**NCTM** recently asked for Grand Challenges that are ambitious but feasible, positively impacting many people, and which should capture the public interest. Here is my grand challenge:

- Develop a comprehensive, national professional development model that supports the high quality mathematics instruction they have been promoting for many years.

Here's what I think that could look like:

Newsletter:

Imagine you are asked to learn about something, and the only way someone can help you understand it is with words, because there are too few examples of it around to actually see it for yourself. You think you know what it is they are talking about, but you keep getting confused because your image of what it is seems so much different than what the other person is describing.

Newsletter:

For the last two years, the project I am currently working with has been asking teachers in many different schools to use common initial and final assessment tasks. The tasks themselves have been drawn from the library of **MARS tasks** available through the Math Shell project, as well as other very similar tasks curated by the **Silicon Valley Math Initiative**.

Newsletter:

I've been working hard to read research carefully, both research with which I agree, and research with which I disagree. I still struggle with my tendency to overlook the flaws in research with which I agree, and to find fatal flaws in research with which I disagree.

Newsletter:

According to Grant Wiggins, there are **seven essential elements of effective feedback**.

Feedback should be:

- goal-referenced,
- tangible and transparent,
- actionable,
- user-friendly,
- timely,
- ongoing,
- consistent.

Newsletter:

Here is a one minute summary of a post I wrote about **why we teach math**.

I created this summary video as part of an application for TED@NYC. I think my odds of being accepted are improbably slim, but the opportunity cost is low.

Newsletter:

What constitutes "good teaching" is not a well defined term. My evidence for this claim is that so many organizations appear to use very different exemplars of good teaching when sharing their work.

For example, **this is considered good teaching** by the **Whole Brain Teaching institute**.

Newsletter:

This is the presentation proposal I submitted last Thursday to the NCTM conference committee. Would you attend this workshop?

**Description:**

Effective mathematics teaching is more than just teaching procedures; students must have opportunities to grapple with rich mathematics. In this workshop we will collaboratively investigate using rich math tasks to explore students’ use of the Common Core Standards for Mathematical Practice as part of formative assessment for learning.

**Objective:**

Newsletter:

I'm not an expert on standards by any means, but I know that the standards in British Columbia (where I was trained to teach) were coherent and made sense. You could follow the threads through the years and understand why they had been designed that way. I know that the Common Core content standards in Math have the same level of coherence.

Newsletter:

- Creating a WiiMote interactive white board at my school for under $50.
- 20 reasons not to use a one to one laptop program in your school (and some solutions)
- What is Edcamp?
- For whom are Interactive White boards Interactive?
- Forget the future: Here's the textbook I want now
- Mathematics education blogs
- There are no aha moments
- Why educators should blog: A helpful flowchart
- Eight Videos to Help Teachers Get Started Using Twitter
- 15 things kids can do instead of homework
- Paper use in schools
- Online Geogebra training
- The difference between instrumental and relational understanding
- What is The Effect of Technology Training for Teachers on Student Achievement?
- Using Google forms for a "Choose your own adventure" style story
- Why teach math?
- Ways to use technology in math class
- A Fundamental Flaw in Math Education
- A Restitution Guide to Classroom Management
- 25 Myths About Homework
- I don't know how to use a fax machine
- Migrating away from Google Reader
- The Role of Immediacy of Feedback in Student Learning
- Free tools for math education
- Reflection of our course discussion about the use of technology in the classroom

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