In 2014, I only wrote 50 blog posts (3 are still unpublished) as compared to 2013 when I wrote about 180 posts. I wrote a lot less this past year in the previous year, at least on this blog. Is this a sign that I have less to write about? Or is this a sign that I just […]

## Yearly Archives: 2014

### Teaching Mathematical Language

The Problem Imagine you have a list of possible questions you want students to be able to understand and be able to translate into mathematical symbols, like the following. The sum of six and a number Eight more than a number A number plus five A number increased by seven Seven more than a number […]

### Supporting English language learners with mathematical practices

(Source: Engaging ALL students in Cognitively Demanding Mathematical Work, November 4th, 2014) On Tuesday, November 4th we had Grace Kelemanik do a presentation and a workshop for the teachers in our project intended to offer ways to use the standards for mathematical practice to support English-language learners (ELL) and students with special needs. Introducing the ideas […]

### Self-directed Workshops

I’m facilitating a pair of workshops this weekend in San Francisco, both of which are fairly self-directed workshops. In fact, it occurred to me that a motivated person or small group could probably get a lot of out of what I have constructed without my direct support. So I’m embedding them below. Feel free to […]

### What do mathematics teachers need to know?

I’ve been thinking a lot recently about what knowledge is needed by mathematics teachers in order to be excellent teachers. It is clear to me that teachers of mathematics must know the mathematics they are to teach, but what else do they need to know? (Source: Content Knowledge for Teaching: What Makes it Special?) I’m […]

### 20 things every teacher should do

The objective of this list is to identify a core set of teacher practices that every teacher should do. There are some things missing from my list. For example, I have not highlighted the need for every teacher to be aware of issues around the social status of their students, their students emotional needs, or […]

### Could you build a nuclear power plant given the right reward?

From Facebook: “my daughter and I were brought in to talk about her ” learning disabilities ” and how she was not applying herself . They talked about punishments and incentives . After listening to everyone I asked . ” If I asked you to build a nuclear power plant could you do it ?” […]

### I was not born to teach

I was not born a technology person. I am a person who does not accept that he does not know how to do something related to technology and explores how he does it until he figures it out. I am a person who will occasionally search to the fifteenth page of a Google search until I […]

### Sharing individualized comments with students with Autocrat

Much of the research on formative assessment suggests that grades are not effective as feedback because they do not provide students with actionable information they can use to move their learning forward. Comments and questions are much more useful to students when grades are not included. Unfortunately, if you have 180 students, providing individualized feedback […]

### Formative Assessment Responses

Formative assessment means more than just giving a quiz or an exit ticket. An assessment is only formative if the teacher (or her students) respond to the information gathered. However coming up with an appropriate response is typically hard to do. After all, the most common finding in formative assessment is that a significant, but perhaps […]