Mathematical Discourse Check-Up

When I was in school, I was never asked what I knew, what I thought about, or how I processed mathematical information. I’m happy that this is different today and that valuing mathematical communication in today’s classrooms is recognized as important. Better known as mathematical discourse, whole-class discussions where students talk about mathematics can reveal… Continue Reading

Sparks in the Desert – A Beginning Conversation on Counting On – Part 2

Are there any dangers in training your students in the “strategy” of counting-on? After reading Dr. Les Steffe’s work, I would argue it is harmful. He calls counting-on a non-teachable scheme.  This means that if you want counting-on to be meaningful for students you can present situations that would promote their construction of counting-on, but… Continue Reading

The Work of the AIMS Center

I am writing this post from the annual conference of Learning Forward, an organization whose mission it is to “build the capacity of leaders to establish and sustain highly effective professional learning.”   When I became the Mathematics Coordinator at the Fresno County Office of Education in 1998, I turned to this professional organization (then called… Continue Reading

The Gift of Mathematics

Earlier this month my colleagues and I had the privilege of attending the National Association for the Education of Young Children Conference in Los Angeles. Professional learning is a wonderful opportunity where one can validate ideas, gain new insights, and network with others in the field. This was my first attendance at a preschool level… Continue Reading

Attitudes Towards Play in the Classroom

There has been renewed interest among science educational researchers over the past decade in the power of “play” in the classroom. One of the researchers that I have been following is Dr. Kathy Hirsh-Pasek, a psychologist at Temple University. She is one of the founders of the Ultimate Block Party which brings together companies, makers,… Continue Reading

Episode 14 | Next Generation Science Standards (NGSS): What are they, and what good may come?

Lesley Gates joins us on the podcast this week. She briefly describes some of the goals, purposes, and benefits of the new science standards that are in the process of being incorporated in public schools across the US. With an emphasis on the “Doing” of science rather than reading about it from books; along with developing and fostering a sense of curiosity and wonder about the natural and human-made worlds, the NGSS hope to bring science back to a more prominent role in schooling than it has been over the last few decades. Lesley describes with great passion some of her hopes for these standards.

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Carving Canyons

I hope that you have had the chance to personally experience an AIMS professional learning opportunity. We AIMS facilitators have multiple goals as we lead workshops. We provide classroom teachers an opportunity to increase and/or strengthen their own content knowledge, explore their teaching practices, and we strive to help teachers find ways to improve their… Continue Reading

Coordinating Units, Part 3: Fractions

When looking at coordinating units, it is important to consider concepts other than just multiplying. One of those is fractions. Fractions would be first among these encountered by a child in school. Mental operations that must develop for a child to understand fractional ideas include partitioning, iterating, and splitting. These developments are not taught, much… Continue Reading

Subitizing, Part 2

In my last blog I mentioned that there are two distinct types of subitizing – perceptual and conceptual. I am fascinated by the subtle differences that students show and what that means about their thinking. Perceptual subitizing is the ability to recognize a number without using other mathematical processes (Clements 1999) and there are four… Continue Reading