Student Adaptive Pedagogy

When our Director of Research attended the Psychology of Mathematics Education – North American conference this year along with a couple of our Senior Researchers, they had the opportunity to meet Dr. Ron Tzur from the University of Colorado in Denver.  Like many others that we have now begun communicating with, Dr. Tzur studied with… Continue Reading

The Forgotten Thirteen

Did you know that the number thirteen is a frequently skipped number in a young child’s early number sequence? According to Karen Fuson’s research in “Children’s Counting and Concepts of Number,” the numbers 13, 14 and 15 are the most consistently omitted numbers. As we work with children at our partner school sites, we are… Continue Reading

Episode 22 | Teacher Disposition Towards Students who May Need Special Instruction

With the Director Special Education Studies at Fresno Pacific University, Megan Chaney, joining us in the studio we discuss some of the issues of “co-Teaching” students with and without special needs in the same classroom. Some good advice on this task is provided from a voice of experience. Focus upon each other’s strengths and shore up each other’s weaknesses in a setting where ego gets set aside. Letting the content instructor be the expert in the content and the Education Specialist be the expert in the process. We examine the role of teachers disposition in providing a successful learning environment for all students.  Ms. Chaney is a doctoral student at this time focusing on the disposition veteran teachers have working in the Special Needs situation. She reminds us to focus upon the child, the child’s knowledge, and as much as possible to know the child’s needs.

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Toward Number: Hiding Counters

In my last blog, we discussed how the student needs time to imagine counters, or use something that can stand in the place of counters, so the child will gain enough experiences to make just the numeral meaningful. How can we encourage students to do this? Let’s imagine a child has the goal of figuring… Continue Reading

Reifying Math

In school mathematics, we spend a lot of time making math very formal, very sophisticated, and very unreachable for most people because it doesn’t feel real. Perhaps more time should be spent playing with math, exploring math, and making math real for everyone. In ancient times, people often did very sophisticated math problems, but they… Continue Reading

Mathematizing: Highlighting the Mathematics in the Young Child’s World

“From the ages of 3 through 6, children need many experiences that call on them to relate their knowledge to the vocabulary and conceptual frameworks of mathematics – in other words, to ‘mathematize’ what they intuitively grasp.” (NCTM/NAEYC 2002, p.16)  So what does it mean to “mathematize”? Mathematize is defined as: To regard or treat… Continue Reading

The Feynman Technique of Learning: Part II

In part I of my blog, “The Feynman Technique,” I began discussing Richard Feynman’s method for learning something new.  Feynman’s personal mode of learning was based on constructivism, building understanding from first principles.  As I mentioned, all of us at the AIMS Center have been tasked with learning new concepts outside of our field of… Continue Reading