Hopefully last week you read the blog by Tiffany Friesen in which she discussed perturbation. In it, she gave a couple of examples from her own experience. Both of the situations that she mentioned were familiar enough to her that she had the capacity to resolve her confusion. She had familiarity with making the cookies… Continue Reading
Narrator: “Last time on Meet the Children Where They Are: Mr. Unnamed nerdy-looking stereotypical math Research Associate (RA) is down in the mud getting ready to do some math with an unsuspecting 5-year-old child named Bob. Can he find Bob’s ZPC without damaging the child for life? Let’s head back to the construction site where… Continue Reading
Understanding the mind of a child is a difficult if not impossible task and yet an elementary school teacher has the unenviable responsibility of doing just that in a classroom full of children. Historically, as far back as Aristotle, the human mind was thought to be an empty vessel just waiting to be filled with… Continue Reading
I am joined in the studio by four Research Associates from the AIMS Center for Math & Science Education. Elizabeth Gamino, Everett Gaston, Brook Lewis, and Aileen Rizo discuss some of the goals of this mode of teacher behavior, and provide a few strategies for its inclusion in the teacher repertoire. If you want to understand and assess the understandings that your students possess, you have to learn to notice how they communicate them.
Teachers must spend time collaborating, sharing experiences, and reflecting about what they are learning to assure deep, rich professional growth. Those who participate in long-term professional learning projects participate in and establish ways to collaborate, share, and reflect when meeting face to face. Equally important, are effective ways to do the same when some of… Continue Reading
We know that children do not learn simply because we have given them information that we find to be important. And I hope that we know that just because we list the objectives on the board, cover each one with diligence, and check it off doesn’t mean that we have taught the objective. So what… Continue Reading
When Dr. Thiessen first discussed his ideas about launching the AIMS Center for Math and Science Education with me, he suggested that our motto should be: “Know the Math; Know the Science; Know the Research.” And, he said, even more importantly, we can never forget that: “We believe in children’s knowledge!” I have been working… Continue Reading
Here at the AIMS Center, a central focus of our attention is the mathematical thinking of children. It should not be surprising that children do not think like adults. While as adults we agree in theory, our actions consistently seem to contradict this truth. The habitual act of laying our own mathematical thinking onto children… Continue Reading
The Fall semester (I have been in education so long I don’t see seasons as much as school terms), is one that is full of conferences and opportunities to reach out into the broader educational community. In my dual roles between AIMS and FPU, I end up at a significant number of conferences. This Fall… Continue Reading
Joining us via Skype this week is Dr. Kristof Fenyvesi. He is a professor at Yväskyla Yliopisto (University of Yyvaskyla, Finland). He talks to us about his involvement in the Bridges Mathematics and Art movement and how art and math are connected in the mind. Kristof is a fascinating man, and was a pleasure to interview.