Called on the Carpet: A Reminder of My Own Beliefs

As a constructivist, I believe that young students bring a vast amount of knowledge with them when they first begin school. Whether that time is pre-school, transitional kindergarten, or kindergarten, all students come with experiences that have influenced how they think, what they believe, and what they know. They have constructed knowledge in the area… Continue Reading

Episode 19 | Beverly Ford, The Mathematics of Students

This highly nuanced topic is a core idea that we study here at the AIMS Center, and Ms. Beverly Ford has been a member of the Research Associates team longer than anyone around here. She gives us clear and coherent exposition what this idea means and how understanding it can be of benefit to teachers. This research focuses upon the idea of the “Epistemic Student,” a topic we have engaged with in earlier podcasts. We discuss some of the methodology of the Center in how we sort through deep ideas in the Mathematics of Students.

To see more from Beverly and her desire to understand the Mathematics of Students, head over to her most recent blog post at http://www.aimsedu.org/2017/01/18/mathematics-of-grace-using-finger-patterns/

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Meet the Children Where They Are: Episode 2

Narrator: “Last time on Meet the Children Where They Are: Mr. Unnamed nerdy-looking stereotypical math Research Associate (RA) is down in the mud getting ready to do some math with an unsuspecting 5-year-old child named Bob. Can he find Bob’s ZPC without damaging the child for life? Let’s head back to the construction site where… Continue Reading

The Mind of a Child

Understanding the mind of a child is a difficult if not impossible task and yet an elementary school teacher has the unenviable responsibility of doing just that in a classroom full of children. Historically, as far back as Aristotle, the human mind was thought to be an empty vessel just waiting to be filled with… Continue Reading

Episode 18 | Professional Noticing 1: Attending

I am joined in the studio by four Research Associates from the AIMS Center for Math & Science Education. Elizabeth Gamino, Everett Gaston, Brook Lewis, and Aileen Rizo discuss some of the goals of this mode of teacher behavior, and provide a few strategies for its inclusion in the teacher repertoire. If you want to understand and assess the understandings that your students possess, you have to learn to notice how they communicate them.

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Professional Learning with an Online PLC

Teachers must spend time collaborating, sharing experiences, and reflecting about what they are learning to assure deep, rich professional growth. Those who participate in long-term professional learning projects participate in and establish ways to collaborate, share, and reflect when meeting face to face. Equally important, are effective ways to do the same when some of… Continue Reading