What I found this week!

Posted on December 22, 2010


I’ve been posting assorted things to a “numeracy” email list I’m on… time for some direct links.

Okay, Other Decision Time.   Blog here?   Or blog from “myparkland?”   Or make a link from one to the other?

How ’bout:   do both for a month and see which one gets traffic, if any.

Question of the day:   how to discern whether a person’s in the “THank you, I know all about how to teach math and I want to share it with everyone!”  blogging category vs. the “I want to share, share back!” ones.

I think I rather like this activity for REALLY learning slope:   http://larkolicio.us/blog/?p=787 – pulling off the getting the watches and the setup ready would be the challenge for moi 🙂

http://engagingideas.net/frcc-student-learning/math/ describes discovering that 10% of the students in pre-college math courses weren’t able to put whole numbers on a number line between 1 and 20 in spatially appropriate ways.   I have been trying to figure out a way of assessing student concept development in math, and this sounds like a good start.

Click to access 2009CarnegieFoundation-Developmental-Math-CC-Students-Understand.pdf

(I’m not directly linking that for people like me who might impulsively click and *then* realize a significant file is being downloaded… but its’ very worth reading.)

describes more research into just what developmental students think about when they’re donig math problems.   A quote: “…It is clear from the interviews that students conceive of mathematics as a bunch of
procedures, and one often gets the sense that they might even believe it is inappropriate to
use reason when memory of procedures fails. Roberto, in our case study, asked at one
point: ‘Am I supposed to do it the math way, or just do what makes sense (paraphrased)?’
He appears to think that the two are mutually exclusive.
…   But there also is some good news. In every interview that we have done so far, we
have found that it is possible to coax the students into reasoning, first, by giving them
permission to reason (instead of doing it the way they were taught), and second, by
asking them questions that could be answered by reasoning. Furthermore, the students we
are interviewing uniformly find the interview interesting, even after spending well over
an hour with the interviewer thinking hard about fundamental mathematics concepts. This
gives us further cause to believe that developmental math students might respond well to
a reason-focused mathematics class in which they are given opportunities to reason, and
tools to support their reasoning.”

So… What I am Doing On My Winter Vacation is exploring how to do that…

Oh, yea, the thing that started this was http://www.ncsall.net/?id=481 — for the link — http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9a.pdf is the actual file.


Posted in: math