Cathy Carroll is a Senior Researcher in Mathematics Education for WestEd, an educational research labratory and center. She joins Chris in the studio to talk about what it means to be mathematically fluent and how important this fluency is. Connecting fluency with flexibility rather than automaticity seems to be a core idea within her description and definition for this goal of mathematics education.
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
Happy Spring! Yes, this is a picture of my niece, I thought it was appropriate being that it is the beginning of spring and she is using her finger to help her explore one of the wonders of Spring. . . a ladybug! Part 1 of “Fingers as Math Tools” showed her using her fingers… Continue Reading
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
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
The daily use of spatial skills is inherent in everyday life. From arranging furniture in the living room to stacking food in the pantry, spatial ability is a necessary skill we practice on a regular basis. It is also how we navigate within the world. Long before there was MapQuest or Siri on your iPhone,… Continue Reading
Joining Chris in the studio this week is Paul Reimer, a Sr. Researcher at the AIMS Center working with our Early Mathematics studies. Paul is also a student in the Michigan State University Doctoral Program, studying the effects of teacher beliefs on student learning. We discuss his studies and how they connect with our work here at the AIMS Center.
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
A few weeks ago, I saw a post of some students dancing and singing to a set of procedures for solving a long division problem. The person who shared the video raved about how she had never seen students love math so much. Several of my friends responded by saying that they didn’t love math,… Continue Reading
As the early math team moves forward on the work we are doing, the concept of practicality is an issue we are addressing. One-on-one interviews with the children have taught us a wealth of information about young children’s mathematics, but it is not a realistic structure that early childhood teachers have time to do in… Continue Reading