AIMS Center

The Power of Words

Many of you might be familiar with the proverb, “A word fitly spoken is like apples of gold in pictures of silver.”  That seems to be an appropriate statement for young children.  In my last blog I mentioned the critical first 2,000 days of a child’s life and the rate at which the brain is… Continue Reading

Professional Noticing: It’s Hard!

Teaching, in my opinion, is one of the most complex occupations in our society.  As Miriam Sherin puts it in Mathematics Teacher Noticing, “the blooming, buzzing confusion of sensory data that teachers are faced with” can be overwhelming.  Remember back to when you were first learning how to drive. You had to pay attention to… Continue Reading

Multiplication is not Abstract

I am honored to work with dedicated, smart, and caring educators. Carmella Crawford, another AIMS Professional Learning Facilitator, is all of these and I would like to take this opportunity to introduce her to you. Carmella lives in Charleston, West Virginia, and has been an AIMS Facilitator for some time. She has taught all grades,… Continue Reading

How Cooking Helped me Relate to a Child’s Experience in Math

In my last blog I talked about how the research I have been studying focuses on the “mathematics of children” and I claimed that research that articulates “mathematics of children” can provide powerful tools for a teacher. Many of us experienced elementary school a long time ago and this creates a challenge for our teaching.… Continue Reading

Coordinating Units, Part 2

This post continues my September 20, 2016 post, “Coordinating Units: A Brief Introduction”. Last time, I introduced a problem to illustrate the basic differences between additive reasoning and multiplicative reasoning used to solve a problem. I also defined levels of units and what it means to “coordinate units”.  In addition, I said that “in activity”… Continue Reading

A New Vision

As we have launched the Research Division of the AIMS Center for Math and Science Education we have found that there is extensive financial backing for educational research and there are increasing funds for the professional development of our teachers.  Yet, there appears to be a gaping hole in this continuum – the funding for… Continue Reading

Whose Task is This?

As a classroom teacher I worked tirelessly to create tasks, problems and questions that I thought would be good for students. I thought that the tasks I was creating were equal to what the students would be thinking. I am constantly reminded that what I perceive to be the question is not always what the… Continue Reading