Counting-on is one of the things I have come across in Les Steffe’s research that is crucial, but not necessarily an obvious goal to have for students. It would seem that if a student could count-on (ex: given the problem 6+5, would start at six and count-on five more rather than starting from 1 and… Continue Reading
Narrator: “Last time on Meet the Children Where They Are: Has Mr. Unnamed nerdy-looking stereotypical math Research Associate (RA) found 5-year-old Bob’s zone of potential construction (ZPC)? Bob has counted 12 rocks and he came up with three different solutions.” (from title screen — video of construction site with concrete truck backing up) (fade to… Continue Reading
Along with a passion for mathematics education, I am also a pretty big sports geek. Some of it is the numbers that go along with every sport. For me, it started as a kid growing up in Oakland with easy access to both the Oakland A’s and the San Francisco Giant’s baseball teams, and trying… Continue Reading
Two of the AIMS Center’s Research Associates, both with years of teaching and professional development experience, come into the studio to talk about the import phase of Professional Noticing: Interpretation. We discuss some practices and implications for teachers to employ and be aware of. The role of Noticing in Formative Assessment, its use in Professional Learning Communities (PLC’s), and some challenges to accuracy are examined.
Contrary to what most teachers might say, I think it is easy to teach science every day in the classroom. Yes, it may be a subject that gets loud and sometimes messy in your classroom, but just the same as needing to learn to be a lifelong reader or mathematician, the same goes for science.… Continue Reading
In my last blog, I highlighted various ways you have probably observed children using their fingers when they are counting. In this blog I will continue that discussion and show you how observing the way children are using their fingers can help you understand where a child is in their construction of number. I pointed… Continue Reading
When our Director of Research attended the Psychology of Mathematics Education – North American conference this year along with a couple of our Senior Researchers, they had the opportunity to meet Dr. Ron Tzur from the University of Colorado in Denver. Like many others that we have now begun communicating with, Dr. Tzur studied with… Continue Reading
Did you know that the number thirteen is a frequently skipped number in a young child’s early number sequence? According to Karen Fuson’s research in “Children’s Counting and Concepts of Number,” the numbers 13, 14 and 15 are the most consistently omitted numbers. As we work with children at our partner school sites, we are… Continue Reading
As you read the various posts on this blog, you again and again hear the writers talking about how one child or another responded to a given question or a given situation. For example, a week or so ago Bev Ford in her post showed a video clip of Grace, a first grader, as she… Continue Reading
With the Director Special Education Studies at Fresno Pacific University, Megan Chaney, joining us in the studio we discuss some of the issues of “co-Teaching” students with and without special needs in the same classroom. Some good advice on this task is provided from a voice of experience. Focus upon each other’s strengths and shore up each other’s weaknesses in a setting where ego gets set aside. Letting the content instructor be the expert in the content and the Education Specialist be the expert in the process. We examine the role of teachers disposition in providing a successful learning environment for all students. Ms. Chaney is a doctoral student at this time focusing on the disposition veteran teachers have working in the Special Needs situation. She reminds us to focus upon the child, the child’s knowledge, and as much as possible to know the child’s needs.