AIMS Center

From Red Rock to Green Wall

I have nearly 30 years experience in the teaching of mathematics and the teaching of the teaching of mathematics. Some of my favorite teaching moments have centered on the use of, or focus upon, problems to teach with or from. Every summer for nearly 15 years I would teach the Problem Solving course at Fresno… Continue Reading

Thinking the NGSS Way

Are you making the transition to using Next Generation Science Standards (NGSS) as the guiding document in your science classroom? Making the transition to thinking the NGSS way may definitely be a change. The document asks educators to engage students in rigorous thinking enabling them to share arguable evidence while engaged in the science and… Continue Reading

Composite Units and Fractions

In my previous blog, I talked about a composite unit, what it is and how it plays an important role in many different aspects of students’ construction of mathematics. One of these areas is fractions. So how does the student’s ability to take a number as something that is countable affect their understanding of fractions?… 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

A Heart for Professional Learning

Who do you rely on professionally? I could name a long list of people, places, journals, periodicals, podcasts, and websites, but most recently I listened to my colleague Chris Brownell’s recent podcast with Director of Special Education Studies at Fresno Pacific University, Megan Chaney. Megan is doing her doctoral research on teachers dispositions and she… Continue Reading

Which is Bigger?

Which is bigger 5/6 or 7/8? If the answer isn’t popping into your head in seconds, you are not alone. Fractions are one of the most misunderstood concepts among both young and old in mathematics.  They don’t seem to follow the same rules as whole numbers.  Many of us purposely never work with fractions at… Continue Reading

Change Unknown

Recently, while working with students, we offered up a situation where nineteen counters were placed under a cloth.  Seven of the counters were pulled out and the students were asked how many remained under the cloth. One child extended ten fingers, pulled them back, and then re-extended nine. He pulled back seven fingers, one by… Continue Reading