Aug 12

Motivating the Unmotivated

By drjimo in Motivation

http://www.edutopia.org/blog/motivating-unmotivated-chelsea-dale?utm_source=facebook&utm_medium=cpc

Aug 10

Memoranda Mathematica: A Synopsis of Facts, Formulae, and Methods (1912 book)

By drjimo in Algebra, Geometry

At this the MathFest (Washington DC 2015) lecture by Richard Guy and John Conway I learned of a book from 1912. Probably only of interest to math geeks. (yep math geek alert) I find it interesting that this reference book begins with the divisibility test for 9 and for 11 and the usefulness of knowing that 1/8 is .125
https://books.google.com/books?id=Ad3uAAAAMAAJ&pg=PP1#v=onepage&q&f=false

historic, trivia

Aug 04

TeachThought Library: 10 Learning Models & Frameworks

By drjimo in Learning

TeachThought Library: 10 Learning Models & Frameworks

Jun 30

Improving Our Schools From the Inside Out

By drjimo in Teaching

@DrOlsen314: Improving Our Schools From the Inside Out #Teachers make the difference http://t.co/f52AQZx4lM #DoSomething #edchat #TouchLives

Things are tough in the schools. Teachers, through their will, strengths, creativity, and heart, can, and do, make a difference for students.

https://twitter.com/drolsen314/status/615871362805182464

Jun 26

Notes from Ted Talk on Memory.

By drjimo in Brain-based-learning

http://www.ted.com/talks/joshua_foer_feats_of_memory_anyone_can_do#t-1205064

Joshua Foer: Feats of memory anyone can do

See the Notes-from-Ted-Talk-on-Memory I took.

memory

Jun 08

13 Rules that Expire

By drjimo in Academic Language, Teaching

Great article from Teaching Children Mathematics,Volume 21, Issue 1, Page 18: 13 Rules that Expire

…avoid using these…

Overgeneralizing commonly accepted strategies, using imprecise vocabulary, and relying on tips and tricks that do not promote conceptual mathematical understanding can lead to misunderstanding later in students’ math careers.

These are good guidelines for teachers (and students of Math 260).

For example…

You cannot take a bigger number from a smaller number.
Addition and multiplication make numbers bigger.

Jun 05

Great Reference Sheets (Math)

By drjimo in Algebra, Geometry

EEWeb has a very good Math Help page with numerous Quick Reference Sheets

BTW – for printing purposes, it worked better for me to download them (PDF’s) and print from the Adobe Reader than from browser.

Mar 27

Spotting Numbers and Visual Patterns

By drjimo in Algebra, geometric patterns, Geometry, mathematical reasoning, Problem Solving, sequences

Here a two great websites that provide lots of great pattern problems.

Spotting Numbers

Visual Patterns

These patterns can be used with elementary students (if you just ask number questions) through advanced algebra (if you include questions about functions).

Mathematics is often described as the study of patterns. That is exactly what Spotting Numbers and Visual Patterns do.

The interplay of geometry and numbers and algebraic thinking in these questions puts the learner squaring at the core of mathematical reasoning. Quite frankly, it doesn’t get much better than this! (OK, my opinion.)

Questions to Ask

Here are some questions. As a general rule, For Elementary: a-b; Middle School: a-d; Algebra: a-e

a. How many *** are in next figure?
b. How many *** are in next figure after that?
c. How many *** are in pattern n = 10?
d. How many *** are in pattern n = 43?
e. Generalize: How many *** are in pattern n?

Mar 27

CCSSM and PARCC: Finding the Quality Mathematics (there’s plenty)

By drjimo in CCSSM, PARCC, Uncategorized

This posting provides links to various for this presentation made at the Annual ISMAA Meeting in Dekalb, IL on 3/27/2015. My abstract is here.

Background

PARCC

The PARCC test has met much criticism (from parents, teachers, whiners, and policy makers) as an assessment tool and a way to measure student mathematical understanding. The PARCC set too high of goals for themselves, and, as an assessment, it has an uncertain future. This session is not about the Pros and Cons of the PARCC, as an assessment.

We want to use the sample items, and CCSSM itself, to provide ideas for classroom tasks – for student learning.

Overall Comments

The Mathematical Practices of CCSSM are helpful. pg 6 of CCSSM I like to emphasize practice 2 (Reason abstractly and quantitatively-the decontextualize and contextualize language is great) and 4 (Model with mathematics)
The tables on pages 88 and 89 need to be emphasized. On page 89 the 3 key meanings of multiplication (column 1) are huge. The two key meanings of division (top row right two cells) are huge.
The idea (stated in the notes near the back of CCSSM) that many of the key ideas for college and career readiness are from grades 6-8 (proportional reasoning and percents) is very good.
The HS Algebra II PARCC test is very functions and modeling based – as it should be.
Mental math is important (again!) – We finally have a two-part math test; with and without a calculator.
Teachers are saying good things about CCSSM – see http://www.cincinnati.com/story/opinion/contributors/2015/02/22/common-core-transforms-math-learning/23857441/

PARCC Sample tests

See http://parcc.pearson.com/practice-tests/math/ Click the bars at the bottom to get them to open up. There are PBA and EOY tests. There are online and print versions.

Start with Algebra II – PBA-print version
- See #8, 11, 14
- See #18 – Compost Problem wow! Great problem with lots of rates!
Algebra II – EOY-print version
- #1 – wow!
- #2 “Select all that apply.”
- #4 – two parts
- #6 – two parts
- #7 – The need to apply skills and combine skills.
- #11 – average rate of change!
- #18 – formulas and graphs – Select all that apply
- #20 – average rate of change from a graph!
- Lots of statistics #24 1.5 standard deviations of the mean; #33
- #27 – note the questions
- Probability #28

From Bob Mann

parcc-sample-Test-ProblemsforJim – Word document

Spotting Numbers and Visual Patterns

See this posting on “Spotting Numbers and Visual Patterns” – I think it is very rich mathematically

ISMAA

Mar 26