Very good stuff here. Nice mathematics, nice symmetry, nice visually!

Nice paper with an explanation of what is going on by Carmen Melliger here. *Good mathematics!*

Nice graphic by Shana McKay from Scaffolded Math. See also.

for Math Teachers (gr 7-12), Prospective Teachers, and Students Who Want to Peek Behind the Curtain

Very good stuff here. Nice mathematics, nice symmetry, nice visually!

Nice paper with an explanation of what is going on by Carmen Melliger here. *Good mathematics!*

Nice graphic by Shana McKay from Scaffolded Math. See also.

Posted in Algebra
Comments Off on How to Graphically Interpret the Complex Roots of a Quadratic Equation

Evan Wignall – https://etwignall98.weebly.com/

Will Kline – https://kline55.wordpress.com/

Posted in announcement, technology
Comments Off on Websites for Spring 2019 – Math 304

Good opinion-editorial piece. I think it does deemphasize conceptual understanding problem-solving and may over-emphasize practice, but overall this is a good article.

I like the analogy of doing math in playing a musical instrument.

Posted in Brain-based-learning, Educational Research, Learning, mathematical reasoning
Tagged girls
Comments Off on Make Your Daughter Practice Math. She’ll Thank You Later. (And by the way your son, too.)

*Catalyzing Change in High School Mathematics: Initiating Critical Conversations*

Book released by NCTM in April 2018.

See the page on this site.

Posted in Uncategorized
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Here are the websites by students in Math 304 in the spring 2018 semester.

Mia Calderone: https://macalderone.wordpress.com/

Jerry Morales: https://soccer4life8295.wixsite.com/jerrym

Jordan Hughes: jhughes44.wordpress.com/

Logan Brown: https://mrbrownhomepage.wordpress.com/

on GeoGebra

Posted in Algebra, Ed Tech, Geometry, Trigonometry
Comments Off on Roots of Unity

Note for teacher education students at W.I.U.

The TEP Handbook has been updated. There are numerous links still existing to the old handbook.

You might use the link to the TEP Handbook at http://www.wiu.edu/coehs/cpep/

As of 2-28-18 the TEP Handbook was updated January 2018.

In particular, when writing the reflective paper, we now have **four** (4) **dispositions**.

The math content test (presently “115”) is changing to “208” on 5/14/18.

Posted in Uncategorized
Tagged Content, ILTS, Test
Comments Off on New Illinois Math Content Test Coming May 14, 2018.

While listening to Annie Forest’s vlog at

http://showyourthinkingmath.blogspot.com/2017/04/small-changes-that-make-big-impact.html

my life kinda flashed before my eyes!

As further background, Mrs. Forest is highlighting an excellent article, titled, “Never Say Anything a Kid Can Say!” Author: Reinhart, Steven C.; Source: Mathematics Teaching in the Middle School, v5 n8 p478-83 Apr 2000. The article is excellent!

The things I learned from my teachers and other teachers that I’ve been using (as a teacher) that I often don’t think about. I’ll make a short list here. This probably needs to be further developed at some point.

- My (late) college math professor, Dr. Mildred Gross, was a very caring person, but not exuberant. She was small, quiet, and reserved (collected and very organized). When you answered a question, she would often ask, “Why?” This is the neutral response (which Annie talks about in the vlog) — not telling the student that they are right or wrong.
- My cooperating teacher, when I student taught, was Mr. Pool. He had a rule of thumb: I like to call on every student every day, so that when they walk out of my classroom, they knew they were there for a reason. This has been a great rule of thumb.
- Someone told me (it may have been Melfried Olson) that the tutor should avoid picking up the pencil. The student should so all the writing. Good general rule.
- A Corollary to Never Say Anything a Kid Can Say! is “Never Punch into a Calculator Anything a Student Can Punch.” I’ve developed a rule of thumb for myself when it comes to calculations from a calculator. I do not even take a calculator to class. (If using Desmos, I do demo Desmos.)

In math class when we get down to a step that might require a calculator, here’s how it goes. (This happens an average of 4 times everyday.)

T: OK now we have 2.8x = 18.2

T: Do we have a mental math strategy for that? (3 second wait) I don’t think so. Please put that into a calculator. (3 second wait) Who has the answer? (BTW, as the S’s are punching keys, I’m doing a mental estimate 😉

S: 6.5

Then T looks around the room. If at least two other students (with calculators out) give a head-nod, T moves on. If there are no head nods, T asks, “Does 6.5 agree with the other calculators in the room?”

I use this strategy for the following reasons:

- Keep the students engaged. (I teach college. Sometimes students need to learn that learning is a participation sport.)
- It teaches that we should always ask the question Do we have a mental math strategy for that? (and I teach mental math and if was 2x = 18.2, we would have a strategy)
- Teach them to use a calculator – parentheses, logs, exponents, etc.
- If they can’t put it into a calculator, I’m loosing them and I never want to loose them.
- I do sometime walk around and peek into some calculator.

#HelpStudentsLearn

Posted in Learning, Teaching
Tagged Annie Forest
Comments Off on Wow, Annie Forest’s VLOG Made Me Flashback

Here is a spreadsheet (shared Google Sheet) with some

- Desmos files on sheet 1
- Desmos Classroom Activities on sheet 2