On the campus of

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

If Only I’d Had the NGSS

For four years, I taught science every morning from 8:20AM - 9:10AM. I had a third and fourth grade combination that period because the third-grade teacher and I had swapped a couple of subjects. She took my Art class and I took her Science class. I thought that was a pretty good deal. I put together a two year curriculum so I could cover the material and standards for both grades. Students bounded happily into ...
Read More
/

Most Recent ZPC Podcast

Episode 61 | Eric Crantz – Math Coach

Chris is joined in the studio by Eric Crantz who is a Math Coach for the Fresno County Superintendent of Schools. They discuss his role as a coach, the teachers he supports, and his connection to AIMS. Eric has, as part of his assignment, 20% load dedicated to working with the researchers here at the Center. While he does not read everything as closely as those who work here daily, his knowledge of how children come to know is extensive. His most vital role with us here though is keeping us connected to the teaching community and reminding us about the subtle differences required in helping adult learners, teachers, to change their practices to fit their new knowledge.

Share
/
Share