published by David Wees on Fri, 03/21/2014 - 17:16
The Teaching Channel recently published four videos which describe much of the work I do with teams of teachers in a project known as Accessing Algebra Through Inquiry (or a2i for short). One of the primary objects of the a2i project is to build the capacity of school-based teams of teachers working collaboratively to improve their practice and make evidence based choices about their instruction.
published by David Wees on Fri, 03/14/2014 - 09:29
PARCC recently released some sample computer-based test items for ELA and high school mathematics, so I thought I would check them out since NY state is still officially planning (eventually?) to use the PARCC assessments.
published by David Wees on Sat, 03/08/2014 - 15:43
Words are not ideas, anymore than the picture above is a pipe (it's a picture of a pipe).
When we communicate about ideas we are forced to use words (or gestures or images, which are also not the ideas themselves), and so consequently we are never communicating ideas directly. We communicate about ideas through the medium of language.
published by David Wees on Fri, 02/28/2014 - 06:00
The house my wife and I live in was recently sold, and so we have started looking for another apartment. Our current lease expires in a year and a half, and so we decided that, given how challenging the rental market is in NYC, that we should start looking right away. We also decided, somewhat arbitrarily, that we would attempt to find an apartment in the next six months, if only because we knew we would get sick of looking pretty quickly.
published by David Wees on Wed, 02/12/2014 - 07:02
When I first started tutoring students, I often noticed that they struggled to add fractions. The addition of fractions just did not make sense to them. Part of this is caused by students having a weak understanding of fractions, and part of this is caused by them not understanding why the typical algorithms used to add fractions make sense.
Here is one model that I developed for myself, so that I could understand why addition algorithms for fractions make sense, and then use this model to help students make sense of adding fractions.
published by David Wees on Tue, 02/11/2014 - 18:12
The definition of what effective mathematics teaching looks like very much depends on what purpose we assign to teaching mathematics. A classroom where the primary objective is to teach students a specific set of mathematical skills for them to use later will look much different than a classroom where the primary objective is to teach students how to think mathematically, although there is obviously overlap between those two classrooms.