# Author Archives: Richard Thiessen

### Introducing the AIMS Center for Math and Science Education

The last post in this series about AIMS—past, present, and future—ended with the statement that in the next post I would talk about a vision for AIMS that would involve translating research into practice. In a sense, that is what AIMS has been doing over the years–but in a very general way–by exploring ways to… Continue Reading

### Our AIMS for the Future

In my previous post I talked about where AIMS came from, what AIMS has been doing over these past more than 30 years, and what it continues to do. In this post I want to talk a bit about the underlying understanding about how children come to know concepts of mathematics that has guided AIMS… Continue Reading

### Where did AIMS come from? What has AIMS been doing? Where is AIMS going?

This post is the first of several that will outline some new directions for AIMS. Here I would simply like to give you a bit history. Some of you will know that AIMS is an outgrowth of the Graduate Math/Science Program at Fresno Pacific University. The AIMS Education Foundation got its start as the result… Continue Reading

### Tangram Polygons: Composing and Decomposing

In my last post, Tangrams: A World of Geometry, Part Two, I talked about the thirteen convex polygon shapes that can be formed with the seven tangram pieces. In the video, I showed how to make five of them, and then I left a challenge for you to look for the remaining eight convex shapes.… Continue Reading

### The Problem of Anwar’s Camels

I just started reading Fractions in Realistic Mathematics Education by Leen Streefland, and there, on page 5, Streefland gives as an example an old puzzle problem that I remember giving my students more than 40 years ago. “An old Arab, Anwar his name, decreed before he died that his eldest son inherit one-half, his second… Continue Reading

### The Forty-Yard-Line is Opposite the Forty-Yard-Line?

One of the Common Core Standards for Mathematical Practice includes a focus on students knowing and using correct mathematical language and using clear definitions in discussions with others. There are times when everyday words are used in special ways in school mathematics, and it is important that students come to understand the precise mathematical meaning… Continue Reading

### How to Make Your Own O’Beirne’s Puzzle

Last week I showed you the O’Beirne puzzle and 30 of you very quickly responded to the offer of a free puzzle. I hope you’ve gotten it by now. In future posts I’ll explore with you some ways to use the puzzle to engage students with Common Core Standards for Mathematical Practice as well as… Continue Reading

### Further Explorations with O’Beirne’s Cube

This post is a quick follow-up to the one from last Monday in which I showed you the O’Beirne cube puzzle. After we finished filming for that post, we still had the six puzzles on the table and we got to talking about the sequence in which the puzzle comes apart and goes back together… Continue Reading

### O’Beirne’s Cube

This post is a bit of an experiment. First of all, I want to tell you about and show you a put-together-puzzle called O’Beirne’s cube. This is not just any puzzle. It is one of the most amazing, delightful, and elegant puzzles ever invented. There are people who know about things like this who rank… Continue Reading

### Friday Institute: A Common Core Resource

I want to share with you two very helpful, quite extensive Common Core Math resources that are available from the Friday Institute for Educational Innovation at North Carolina State University. The first resource is an interactive map of all of the Common Core Content Standards organized into 18 learning trajectories or progressions http://www.turnonccmath.net/index.php?p=map. For example,… Continue Reading