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In my last post I said that nonmath questions were important and interesting to ask because of the discussions that can arise from them. In this post (and the next) I want to share other examples of nonmath questions I’m … Continue reading
on the importance of asking nonmath questions in math class Continue reading
I was reading Dan Meyer’s latest post Teaching for Tricks or Sense Making and felt compelled to post for a few reasons. One, I’ve tackled the topic of how to teach zero and negative exponents before and I’ve just taught this very topic in … Continue reading
A new math teacher at my school is finishing up her study, and as part of it she sent the question to the math department “what makes a good colleague?” I thought a lot about it and this is what … Continue reading
I’m really not for a narrow idea of discovery learning and think that it can actually be detrimental to a student’s mathematical development. I am, though, very much a fan of investigation. Continue reading
We each only share a small snippet of what we do. And what we rarely share (for probably good reason) are our tests. But this has got to be one of the most difficult (and considering the weight placed on assessment, most important) things we do, actually, and it would probably be better if we weren’t so alone in that endeavor. Continue reading
Algebra is already pretty abstract, but the whys and hows of trigonometry made about as much sense to the students as the plot of Interstellar. Continue reading