Monday, November 21, 2016

Overcoming "Test Mystique"- My Principles For Mathematics Assessment

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"Test mystique", to use Bennett, Dworet, and Weber's (2008) term, is persistent and pervasive in our dealings with our studen...
4 comments:
Sunday, August 14, 2016

The question is not, “how best to teach mathematics?” The question, educator, is “how best for YOU to teach mathematics?”

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The question is not, “how best to teach mathematics?” The question, educator, is “how best for YOU to teach mathematics?” The debate ov...
2 comments:
Thursday, June 23, 2016

Partial Metrication/Partial Understanding

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Source:; Wikimedia Commons This post was inspired, as always, by talking to a fellow teacher, in this case about the numeracy that kids...
Wednesday, June 8, 2016

Representations-Tools for Mental Activity, or End Results of Tasks?

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I have worked with a lot of teachers who tell stories of being pushed toward one single correct way of representing their math work by their...
1 comment:
Sunday, May 29, 2016

Make Reasoning A Routine

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I have written before about how  talking changes everything in math classrooms. Kids will surprise you with the power of their thinking....
1 comment:
Wednesday, May 18, 2016

Letter to the Editor of a Major National Newspaper on the Ontario Revised Math, Which Wasn't Good Enough To Print, Because It's Not Negative At All, In Its 200 Words, And Refuses To Indulge In The "We're Terrible" Narrative About Ontario Education

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What’s missing from the Globe and Mail’s articles on the new Ontario math strategy is the voices of actual math teachers-who teach every da...
1 comment:
Wednesday, May 11, 2016

Math is...What Parents and Teachers Make It

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My OAME 2016 Ignite speech, "Math is...What Parents and Teachers Make It," is  here,  in PDF form. I think a lot about what math...