From my tweetworld: 
I think this is an excellent idea: present these potentially overwhelming streams of symbols in a way that helps the learner know what to look at. (I also think we need to include practice reading stuff without that little crutch.)
That said, it’s just a better-looking presentation of … symbols. It doesn’t show a person, visually, what the symbols mean. So, on the “concrete-representational-abstract” continuum, it should be in early “abstract.” It’s not really “making math visual.”
Speaking of that, I’m looking over the “Illustrative Math” lesson to review it (it’s advance review so not a thing to be shared yet)… and I’m going to focus on the “Extra Supports.” There’s a statement about “More work will be done …” and hopefully I can contribute some ideas esp. for the visual-kinesthetic types (who are often helped a *lot* by the stuff of that twitter link up there). I already found this little gem: exponents with manipulatives
Today two “I’m succeeding and I own it!” turnarounds 🙂 Also a “disappearer” practicing for assessment dropped by and is registered for next semester 🙂
That said, big picture: da guvmint thinks we need to stop ahving students go into debt w/ developmental courses. Obvious “solution:” Don’t require them any more. Not that that actually works. (That said: YES what we’ve got now is badly broken.) Our challenge: to structure things so that it’s better than “well, at least you flunk out faster!”
Resource Room Dot Net Blog 
Posted on December 6, 2017
0