Monthly Archives: March 2015

Spotting Numbers and Visual Patterns

Posted on March 27, 2015 by drjimo

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 … Continue reading →

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

Posted on March 27, 2015 by drjimo

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 CCSSM is here.  PARCC page is here. My Common Core Math Standards: Information, Links, and … Continue reading →

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Grand Challenges and Opportunities in Mathematics Education Research

Posted on March 26, 2015 by drjimo

Grand Challenges and Opportunities in Mathematics Education Research NCTM statement http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2015/Vol46/Issue2/Grand-Challenges-and-Opportunities-in-Mathematics-Education-Research/

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Minute with Maxwell – Teach

Posted on March 26, 2015 by drjimo

John Maxwell’s minute with Maxwell is on the word Teach. In a couple minutes he hits the nail on the head. Today’s word: TEACH

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5 Practical Learning Tips Based On How People Do–And Don’t–Learn

Posted on March 24, 2015 by drjimo

5 Practical Learning Tips Based On How People Do–And Don’t–Learn   5 Practical Learning Tips Based On How People Do–And Don’t–Learn

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The Myth of Learning Styles

Posted on March 12, 2015 by drjimo

great information http://elearningindustry.com/the-myth-of-learning-styles Another good article: https://www.theatlantic.com/amp/article/557687/?__twitter_impression=true

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It’s time for us to realize….when it comes to assessment

Posted on March 5, 2015 by drjimo

It’s time for us to realize that (1) assessment (of student learning) is harder than one might think (harder than we thought) and (2) increasing our #assessment efforts may not improve student learning. It’s time we use assessment strategically.

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