# Author Archives: Jason Chamberlain

### The Power of Imagination in Mathematics (Part 2)

My previous blog post dealt with how the power of imagination in object experiences helps children be able to form units to be counted. This time, we will take a look at how the power of imagination in counting helps children be able to form an abstract concept of number. Constructing a Counting Sequence Once… Continue Reading

### The Power of Imagination in Mathematics

I have been reading and thinking a lot about the power of imagination in learning — specifically, learning mathematics. In this and successive blog posts, I will discuss one role imagination plays in helping children form number sense. Merriam-Webster’s definition for imagine: “to form a mental image of (something not present),” is what I mean… Continue Reading

### What’s in a Word?

“Yartle!” Have you ever been in a situation where someone uses a word that’s not in your vocabulary? Then they use it again. What do you do? Because you are my closest confidants, I’m going to give you the lowdown on what I do in this situation: I don’t want to look like an ignorant,… Continue Reading

### Building the Mathematical Mind

Watching a young child’s mathematical knowledge grow is analogous to watching a house being built. When I was in my teens, my dad, along with my brother and I,  BlogAugPt2 BlogAugPt1built our new home. I remember the exciting days of noticeable growth, such as when we poured the concrete slab, framed the walls, or put… Continue Reading

### Redefining Productivity in the Classroom

Dad: “Hi, son. How was school today?” Son: “Good.” Dad: “What did you learn?” Son: “Nothing.” As a son and a dad, I’ve played both roles in this exchange. I remember my dad asking me what I learned at school that day. In retrospect, I think the reason that I often answered “nothing” came down… Continue Reading

### What is Five?: Foster a Flexible Understanding of Number

What an opportunity I have here at the AIMS Center!  We have been afforded the time and resources to read mountains of research about how children come to understand number, replicate that research, and then begin designing mathematical learning opportunities that help children along while eliciting their mathematical thinking.  After a period of reflection upon… Continue Reading

### The (Math) Things Kids Say

Children’s thoughts about mathematics are reflections of their experiences (Steffe, von Glasersfeld, Richards, & Cobb, 1983). Let’s take a look: In the AIMS blog, there has been a good bit of talk about the “mathematics of children” (Steffe, 1991).  This covers a lot of ground.  When we talk about the way that children construct math… Continue Reading

### Meet the Children Where They Are: Episode 4

Narrator:  “Although this series makes this interaction seem like a long period of time, it was actually only about 3 minutes…well, maybe 5!  Time flies when you’re having fun, okay?  Anyway, can Bob count two hidden piles of rocks?  Let’s get back to the action.” (Math research associate narrates…) RA:  So it was the bottom… Continue Reading

### Meet the Children Where They Are: Episode 3

Narrator: “Last time on Meet the Children Where They Are: Has Mr. Unnamed nerdy-looking stereotypical math Research Associate (RA) found 5-year-old Bob’s zone of potential construction (ZPC)? Bob has counted 12 rocks and he came up with three different solutions.” (from title screen — video of construction site with concrete truck backing up) (fade to… Continue Reading

### 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