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.
What does your science classroom look or sound like? Are you using phenomena to engage students in learning? Are your students compelled to want to figure things out in the science classroom? When a school or district contacts the AIMS Center to help them with their professional learning program in science, we start by asking… Continue Reading
In my last blog, we discussed how the student needs time to imagine counters, or use something that can stand in the place of counters, so the child will gain enough experiences to make just the numeral meaningful. How can we encourage students to do this? Let’s imagine a child has the goal of figuring… Continue Reading
In school mathematics, we spend a lot of time making math very formal, very sophisticated, and very unreachable for most people because it doesn’t feel real. Perhaps more time should be spent playing with math, exploring math, and making math real for everyone. In ancient times, people often did very sophisticated math problems, but they… Continue Reading
“From the ages of 3 through 6, children need many experiences that call on them to relate their knowledge to the vocabulary and conceptual frameworks of mathematics – in other words, to ‘mathematize’ what they intuitively grasp.” (NCTM/NAEYC 2002, p.16) So what does it mean to “mathematize”? Mathematize is defined as: To regard or treat… Continue Reading
In part I of my blog, “The Feynman Technique,” I began discussing Richard Feynman’s method for learning something new. Feynman’s personal mode of learning was based on constructivism, building understanding from first principles. As I mentioned, all of us at the AIMS Center have been tasked with learning new concepts outside of our field of… Continue Reading
Brook Lewis talks about the research she has been studying regarding how students progress from additive thinking to multiplicative thinking. Children start early to count, but we can help them to “segment” their counts into various speech patterns. She references a face to face meeting with Dr. Les Steffe the major researcher we look closely at here at AIMS. She introduces to us the concept of a “composite unit” and how to help children to recognize that it is possible to make use of that form of counting. We discuss a multi-dimensional representation of the interconnections she is seeing between composite units and other areas in our research here.