We all stumble across moments or images that would make for great math explorations. For example, every time I stop at Buc-ee’s I photograph the cabinets of ice for sale. Someday, I am sure I will make an interesting activity predicting how much a bag of 30 pounds of ice should cost. On a recent trip, however, I discovered that… Read more →
A few years ago, I was talking with a teacher on my team, asking him how he coached students who struggle with word problems. His toolbox of problem solving pedagogy boiled down to one sentence: “I tell them to read the problem again.” While it is vital to make sure students understand the problem, we can help them develop strategies… Read more →
Two of last week’s sessions at T3 in San Antonio highlighted some great strategies to differentiate for Special Education students using TI Nspires and TI’s Navigator teacher software. Andy Aguirre, from Northside ISD’s new Harlan HS, share very practical strategies for differentiating a TI Nspire activity to meet the needs of different learners. She began with a .tns file from TI’s… Read more →
I’ve posted about the demonstration of the volumes of matching cones and cylinders in the past. Today, part of my workday was spent looking for “digital resources” related to this relationship. I found some great stuff, and I found some of the horrible pieces I came across in the past. So here’s the deal. We expect middle school students to… Read more →
A recent conversation at work centered around the power of teachers. We all know how much influence educators have on developing minds. We all carry vivid memories of our most loved and most despised teachers. Here’s an amusing example of this influence. Think about your online passwords. Think about the security questions you use to recover them. The questions are… Read more →
Here is a Differentiated Instruction strategy my PLC is sharing with the campus as part of our staff development day this week. Each PLC on campus is putting together some sort of static display describing how DI has impacted their classroom this year. We will than have time to visit the displays and learn from our peers. The 8th-Grade Math PLC… Read more →
Two interesting reads: To See Increases in Student Achievement in 1:1/BYOD Classrooms, Teachers Must be Given Curriculum with Technology Activities Baked in, from The Journal asserts that research shows that technology devices in the classroom will not improve student performance unless the technology is inherent in the curriculum — not just an add-on. Success requires “60 percent to 75 percent… Read more →
So I’ve been visiting with a colleague over some common challenges, and I’ve been impressed by what a deep thinker he is. Even when he’s talking about students’ behaviors, he’s really talking about the big picture and what that student behavior represents. During one of these conversations I complimented him on a really engaging lesson and he responded with a… Read more →
Today’s classroom goal was to build connections between the volume of a cylinder and its matching cone (same radius and same height) and the analogous prism/pyramid pair. There is a classic demonstration filling a cylinder/cone pair with water or sand. It takes three cones to fill the cylinder. An extensive youtube search shows only two videos of this demonstration: one… Read more →
It’s time to cover square roots in preparation for the Pythagorean Theorem. I’ve written before about some of the struggles I have teaching the concept of a square root. I believe that if a concept cannot be briefly defined to a student, then that is a signal that the student does not have the necessary foundation and is likely to… Read more →
Recent Comments