sometimes paper and pencil is the best technology for the job, sometimes not.
What is it about Cohort21 that makes it such an effective professional development experience? I think there are 2 key elements that drive the outstanding #cohorteffect: Culture, and Andragogy Continue Reading →
“That was cool. And hard.” “It’s difficult to come up with math questions.” “I realized that I had got it wrong and then I figured out that I understood it Continue Reading →
It’s been a busy school year, as always, and my blog has been quiet. I have been working on some deep thinking about how students learn mathematics, and haven’t quite Continue Reading →
Outside education, everyone assumes that it must be easy for teachers to measure our students’ learning. Just give them a test, right? As insiders, we know it isn’t this straightforward. Continue Reading →
Are you one of those people who can “see” math? Or are you a person who self-identifies as “not a math person”? I’m an optimist. I actually believe that everyone Continue Reading →
While this year my action plan moved around a few times, it came to rest in my favorite teaching place: helping students find joy and beauty in Mathematics. Here is Continue Reading →
I’ve written two posts already about this year’s action plan: Balancing Inquiry and Content in Mathematics. Specifically, my colleagues and I have worked collaboratively on a revamp of our grade Continue Reading →
Do you teach a subject that is heavily driven by syllabus content? Any chance your students take major exams at the end of the course, and that those exam marks Continue Reading →
“what if we throw out everything we have?” “what if we try putting all 54 students together and create missions for them?” “what if we go shoot Continue Reading →
“So you figure out the blah blah and then substitute that into the blah and from that you get the blah blah blah which tells us the blah blah. Does Continue Reading →