published by David Wees on Fri, 08/08/2014 - 19:31
I read an important passage in Elizabeth Green's book "How to Build a Better Teacher" and decided that I had missed something important when reading about Magdalene Lampert's teaching. Below is a summary of some of the important features of her teaching as I see them. The first tweet is the thing that I had misinterpreted as students talking to justify their reasoning, which is similar but not exactly the same as students talking to prove their reasoning is correct.
published by David Wees on Thu, 08/07/2014 - 01:54
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.
published by David Wees on Thu, 07/24/2014 - 18:42
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.
published by David Wees on Tue, 07/08/2014 - 17:27
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.
published by David Wees on Mon, 06/02/2014 - 03:15
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.