In my early years of teaching math I was faced with the problem of having to fill a few days of class time as we concluded a unit just prior to Christmas vacation. Not wanting to start the new unit, I decided to have the students illustrate their learning by completing a project on the linear functions unit that they had just completed.
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I am always looking for ways to help my students engage in mathematical thinking and develop the eight Common Core Mathematical Practices. In previous posts I explained one way to achieve this through Math Talks (Developing Number Sense, Part 3, October 2012).
While presenting at the California Math Council’s Palm Springs conference earlier this month, I met John Stevens. He directed me to Last year, a student failed to graduate from the 8th grade at my school, yet he was very bright. His test scores reflected his high ability and showed that he had mastered the content. His behavior was fine. He was engaged in class and frequently provided constructive input both with his peers and when I called upon him.
His report card told a different story however. In a previous post I address the problems that lead many students to struggle in geometry and outlined a solution based on the van Hiele’s research. In this article I will summarize their findings and suggest ways to implement instruction that will
I recently ran across and article in NCTM’s Marshall Report that cited a study by Scott Snider, Sarah Novick, Jessica Gomez and Jennifer Gilbert from Boston and Vanderbilt Universities correlating student character, connectedness, conduct and grades. More and more we are seeing studies that validate what we have long expected: that students perform better
“I always did fine at math, until I got to geometry in high school.” The vast majority of people can identify with that statement. However there is a correspondingly vocal minority who responds, “Math never made sense until I got to high school geometry, then I could see it!” For this reason,
As we begin another school year, we again face the obstacles of under-funded classroom budgets, overwhelming challenges and limited time, I am reminded of what a noble endeavor we have undertaken.
A recent issue of the NCTMs Marshall Report included an article by Dingman, Teuscher, Newton, and Kasmer detailing the changes that will be brought by the Common Core
How will instruction change as we move toward implementing the Common Core State Standards for math? The emphasis will not be only on
This is my sixth article on the teaching of number sense. In the previous articles, I discussed the importance of
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AuthorBrad Fulton is an award winning teacher and nationally recognized provider of professional development with over three decades of experience in education. Categories
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