Browsing All posts tagged under »cognitive accessibility«

New concept helper

March 7, 2023


One of ’em wasn’t new: they were given a number line with 3.4 and 3.5 on it, and ten hatchmarks between anda dot on one of ’em; they’re task: what is that number? Nope, explaining Just Didn’t Work. ALEKS would have them put a zero at the end so it would be 3.40 and then […]

Happy New Year!

January 3, 2019


Okay, going to make a list on a post-it note and start chipping away at minutiae, but first!  twitter says Desmos is hiring.    Yea, even the page abotu working there reminds me how “silicon valley culture” they are (e.g., the prize for a contest at TMC18 being one of their folks making a video saying […]

Thread 6, drum roll please…

September 20, 2018


  Part 1   Part 2   Part 3    Part 4    Part 5 From Curry D. Where to Focus so Students Become College and Career Ready. Journal Of Research & Practice For Adult Literacy, Secondary & Basic Education [serial online]. Spring2017 2017;6(1):62. The National Center on Education and the Economy (NCEE) asked: What does it […]

kinesthetic :)

September 21, 2017


So… exponents and variables and … zero power.   It’s a “touch base on this” section in pre-Algebra, nothing huge or convoluted (and I don’t *think* negative powers). It just might stick.   Things squared?  Write it out as this times itself until you don’t have to.   Zero power?  write it out as base/base […]

VIsuals! Visuals!

May 26, 2017


Last night I chatted with a friend who’s a graphic designer specializing in educational materials.   She loved programming but … math.   She had said that when she sees a recipe and it calls for 1/3 or 2/3 … what??? I had been explaining to her the visual I need for my lessons:   […]

Cognitive accessibility

November 8, 2016

0   — about finding diverse ways (“universal design for learning”) to foster and assess comprehension… but … it’s hard to translate this into real things.   Things like suggesting that we remind students of background knowledge, and if they don’t have it, teach it to them — that’s peachy!   But … That is so […]