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

Episode 27 | Professional Noticing Part 3: Deciding

In the studio with David Pearce and Wilma Hashimoto two of the AIMS Center’s Research Associates, and we discuss the third aspect of Professional Noticing: Deciding. We discuss how this aspect takes place in the midst of classroom activity, and how it is dependent upon the two prior aspects of: Attend and Interpret. We end up discussing how this supports the goal of creating a student centered classroom, one in which the learner’s thinking and conceptualization is valued as the starting place for academic learning.

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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

Intensive Quantity and Extensive Quantity

In discussing coordinating units as a way to understand multiplicative reasoning, it is not always evident that there are differences in multiplicative and additive reasoning. What I want to do is give some examples to help clarify the differences. Multiplication is often presented to children as repeated addition. But there is more. In math classes,… Continue Reading

Children Are Natural Mathematicians

In my last BLOG, I wrote about mathematizing our young children’s worlds. No sooner had I written and submitted my BLOG for posting, that my grandnephew came over to visit. Isaac is 3 years old and very shy, but when he decides to talk, he doesn’t stop. This little guy loves to build and create… Continue Reading

The Advantage of Spatial Thinking in Science Education

Within our education system the steady, unwavering mantra of “reading, writing, and arithmetic” still holds as true as it did over a 100-years ago.  We continue to spend a tremendous amount of time, money, and effort developing a child’s mathematical and verbal ability.  Educational research shows without a doubt the importance of developing these two… Continue Reading

Episode 26 | Reaching a Million Students with Uplifting Mathematics

Dr. James Tanton returns to the ZPC to discuss the Global Mathematics Project and its goal of reaching 1 million students with some joyous, uplifting, and powerful mathematics. A few years ago, six colleagues at the Mathematical Association of America and a few other organizations came together with an idea…”What if the world could an “hour of code” like experience with mathematics?” We chat about the hopes, the goals, and the network that is building around this movement. During the week of October 10, 2017 the hope is to have these million students, their teachers, parents and friends working through some very fun, puzzling mathematics, centered on a place value representation Dr. Tanton has developed called “Exploding Dots.” For an audacious introduction to these both you can follow the links below.

For more information on the Global Mathematics Project, and how you can get involved, pleas […]

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Learning from a Digital Native

Last week I wrote about a possible solution to bring a struggling Professional Learning Community/Network back on track again. I wrote about that because of my experiences with the AIMS Facilitators’ Professional Learning Network and how being a part of it allows me to be a better teacher and professional. At AIMS we are fortunate… Continue Reading