“Because” is not an answer!

“Auntie E! Because is not an answer!” my 3-year old niece shouted in my ear. We were on a nature walk in the mountains and she had been bombarding me with question after question. “Why are there pine needles on the ground?” “Why is this rock gray?” “Why does Sugar (my dog) like to run… Continue Reading

Knowledge Inspires Interaction

Knowledge implies interaction, and we cannot step out of our domain of interactions, which is closed. We live, therefore, in a domain of subject-dependent knowledge and subject-dependent reality… We literally create the world in which we live by living in it. (Maturana, 1978) One of the most exciting experiences for me is watching someone else… Continue Reading

How Many Blocks?

One day several years ago while interacting with our two little grandchildren who were then 3 or 4 years of age and 4 or 5 years of age, respectively, I presented the younger one with a collection of eight blocks, and asked, “How many blocks are there on the table in front of you?” He… Continue Reading

Early Learning in Science Education

Long before a child ever begins their formal education they are developing “personal ideas” about science in the physical world around them. Infants and toddlers begin their exploration of their surrounding world by observing, testing, and discovering – learning by using their available senses. One might even describe their propensity to do this as habitual,… Continue Reading

Episode 7 | Early Mathematical Understandings

Wilma Hashimoto is one of the AIMS Center’s Research Associates working on a project focused on the pre-school years and how children build their earliest understandings of mathematical thought. We focus on how early understandings of mathematics affect learning trajectories can influence success in later schooling. We also examine what sort of things can and should comprise early mathematics instruction. A point about creating “intentional” mathematical learning opportunities is also examined. We get to talk about Spew too!

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Open Enrollment Workshops

I am writing to introduce you to another AIMS Professional Learning (PL) Division Facilitator. Sheldon Erickson has been a classroom teacher and an AIMS Workshop Facilitator in the Central Valley of California for many years. To celebrate the reopening of the newly remodeled AIMS Center for Math and Science Education in early 2016, I asked… Continue Reading

It’s Obvious…

As I was working on my Bachelor’s degree in mathematics, I had a professor that drove us all crazy. He would be discussing a topic, new to all of us of course, and as he was going through his process on the board, he would skip all sorts of steps, casually stating “it’s obvious”. My… Continue Reading

Why?

Why? Why do you go to work daily? Why are you good at what you do? Why are you reading this mathematics blog? Why are students engaged in some math lessons and not others? Why do some students do well in school while some fall behind? I’m going to leave you, the reader, to answer… Continue Reading

“Coming to Know” in Science…

I recently read an article from Science and Cognitive Development that really piqued my interest (https://www.ecetp.pdp.albany.edu/downloadfiles/vcresources/science_and_young_children.pdf). It started by saying, “Science for young children is all about gaining new knowledge of the world around them; what they can see, hear, smell and touch. Science for young children is also about learning how to learn. It’s… Continue Reading