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Welcome to the AIMS Center

A Visit With Leslie P. Steffe, PhD

Thank you, Dr. Steffe, for your volume of work, and for encouraging us to further its use!

Les SteffeDr. Steffe joined the Mathematics Education Department at the University of Georgia in 1967. He and Ernst von Glasersfeld mounted the constructivist research program, known as Interdisciplinary Research on Number [IRON], to counter the regressive behaviorism of the 1970’s that followed the era of Modern Mathematics. IRON launched the constructivist movement of the 1980’s and 1990’s with its emphasis on students’ mathematical thinking and learning and mathematical communication. Dr. Steffe continues to work with researchers who participate in an expanded and progressive constructivist research program in order to maintain it as a major force in mathematics education as well as a counter force to the neo-behaviorism of outcome-based education.

The AIMS Center was pleased to have Dr. Steffe in residence for two days this past October. He guided and encouraged us in our work of translating his research findings for classroom use.

Our Mission

AIMS is a non-profit organization dedicated to assisting teachers to facilitate the development of a robust mathematical and/or scientific knowledge within their students.

Most Recent Blog Post

Measuring or Counting?

My last blog post focused on the calendar that I have been using in kindergarten. This week, I want to focus on what students are doing during our math center time. I am running a two-center a-day rotation, making it possible for me to work with two groups of six students for 13 minutes each. This is a structure that is great for working with a classroom of 23 students. I am able to see ...
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Most Recent ZPC Podcast

Episode 57 | The Stories of AIMS – Brook Lewis

Welcome to ZPC Podcast, from time to time I will be interviewing members of the research team here at AIMS. There are many reasons to do this, chief among them is the idea of letting you, our faithful listeners, in on what it is we are “about” here at AIMS these days. Our teams of RAs, as we call them, have been consistently reading important research into how children form number concepts and make meaningful use of these concepts. They also are involved directly in classroom situations where they attempt to put into practice what they are reading. These podcasts then are an attempt to let them tell some stories, stories about what they see, hear, learn and cause in children. So join us as we investigate “The Stories of AIMS”

Research Associate Brook Lewis is in the studio with Chris this week. Brook has been working with students who are in the 6-8 year old range, and she has been working on understanding how these children build their own concepts related to rudimentary multiplication. She relates a story or two about what she observed over time as she watched a child, “Max,” create for himself the ability to “skip count,” by three. What the research indicates is that children who have this type of developmental experience approach multiplication with more robust concepts to build on. A contrast is drawn between this form of instruction and teaching by rote recitation a number pattern like 3, 6, 9, 12…