Many, many years ago I walked into the classroom of a new teacher during her prep time and found this on her chalkboard… Doing my best of embody the famous quotation of G.H. Hardy, “A mathematician, like a painter or a poet, is a maker of patterns.”, I created a table of some powers of […]
Imagine a golf coach who never plays golf. An English Literature teacher who doesn’t enjoy reading books. A lifeguard who can’t swim. Pretty absurd, right? Now imagine a math teacher who doesn’t do math. Unfortunately, this is often the case. Now I’m not talking about the math in the textbook. Of course, math teachers do […]
When I teach new mathematical concepts to my students, I always try to use some sort of visual model to make the learning easier. No duh! But what I have noticed is that over the years I have collected an odd assortment of models to teach everything without any theme to all the models. The […]
It has been a while since Maggie and I have recorded a podcast. We got busy…you know how that goes. There have been some changes…Maggie has gone back into the classroom. She is a 4th grade teacher again! This means there will be some changes to our Infinite Insights podcast. We won’t be able to […]
Recently, I have found myself vociferously advocating for more teachers to use number disks when teaching the four operations of whole numbers: addition, subtraction, multiplication, and division. Clearly my excitement for number disks has not yet rubbed off onto all the teachers I work with, because today I received the following question: Why are disks […]
We’re a math-traumatized people, Jo Boaler says (although she uses the British locution “maths-traumatized”). It’s a belief she sees confirmed in everything from students crying over long division to MRIs that reveal young brains reacting to numbers as if they were snakes or spiders. from Pocket Here is where I got this article from.
Whoa. I just read an article on the Hechinger Report that got me thinking. In the article, Deborah Loewenberg Ball shares a 1 minute 28 second long interaction between two African American female students, in which Ball identifies 20 micro-decisions the teacher present needed to make. Each decision had the power to increase or decrease the […]
https://media.blubrry.com/infiniteinsights/p/theothermath.com/wp-content/uploads/2018/03/2018-Episode14-How-Teachers-Grow-FINAL.mp3Podcast: Play in new window | DownloadSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | RSS | MoreIn this episode Maggie and Duane take a break from our current series of examining results from the PISA exam and instead share ideas for how teachers can continue their professional growth. If you […]
URL to this page: http://bit.ly/Duane314 Sometimes when I do a training, I’ll ask participants to Tweet a thought and/or image to #Duane314. This is where those tweets will go… Tweets about #Duane314
https://media.blubrry.com/infiniteinsights/p/theothermath.com/wp-content/uploads/2018/02/Episode-13-PISA-Q5.mp3Podcast: Play in new window | DownloadSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | RSS | MoreMaggie and Duane continue digging into the OECD report “Ten Questions for Mathematics Teachers…and how PISA can help answer them.” This week we discuss Question 5. You can download the report here… http://www.oecd.org/publications/ten-questions-for-mathematics-teachers-and-how-pisa-can-help-answer-them-9789264265387-en.htm If […]