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Bev Ford, a Research Associate here at AIMS, spent the Fall of 2017 as a classroom teacher again after spending several years in deep study of the research around how students form the concept of number. She relates how her awareness of “the mathematics of students” that she does not recall possessing prior to the work she has undertaken in the past several years. She describes how was confronted with how she no longer recalled how she learned mathematics herself. She was also confronted by the sheer magnitude of working within a full classroom. She describes several observed behaviors in students and how she interpreted them as indicators of student understanding.