MTMS Bloghttp://www.nctm.org/rss/rssfeeds.aspx?fid=599536 Fostering Creativity and Intellectual Curiosityhttp://www.nctm.org/publications/blog/blog.aspx?id=43722&blogid=599536<p>Teamwork, problem solving, interpersonal skills, and creative thinking are the higher order 21st century skills that are in high demand and strongly correlate with the competencies encouraged by the Common Core’s Standards for Mathematical Practice. How can I develop them</p>nctm@nctm.org (Customer Service)Fri, 16 Jan 2015 14:52:16 GMTMaking Sense with Fermi Problemshttp://www.nctm.org/publications/blog/blog.aspx?id=43679&blogid=599536<p> How many jelly beans does it take to fill a large jar? How many balloons would it take to fill the school gym? How many piano tuners are in your city? How many times does a human heart beat</p>nctm@nctm.org (Customer Service)Tue, 06 Jan 2015 12:27:03 GMTTeamwork and Diversityhttp://www.nctm.org/publications/blog/blog.aspx?id=43635&blogid=599536<p> How many jelly beans are in the jar? This looks like a typical Fermi problem. Fermi questions, such as found on http www.nctm.org publications article.aspx?id=20696, are open ended questions that require the solver to use common knowledge and back</p>nctm@nctm.org (Customer Service)Wed, 10 Dec 2014 12:30:45 GMTEnjoying Math in the Middle Gradeshttp://www.nctm.org/publications/blog/blog.aspx?id=43620&blogid=599536<p>“You teach math in middle school? You must have the patience of a saint ” This is the most common response I receive, often with an added look of commiseration, when I speak of my work. I usually try not</p>nctm@nctm.org (Customer Service)Thu, 04 Dec 2014 10:04:54 GMTWritten and Verbal Mathematical Understanding—How to Get Started: Part 2http://www.nctm.org/publications/blog/blog.aspx?id=43561&blogid=599536<p>Getting your students to write and speak mathematically isn’t as simple as it may sound. This post will explore how to make the process a little easier. In part 1, I wrote about modeling these traits and listed activities that</p>nctm@nctm.org (Customer Service)Wed, 19 Nov 2014 11:09:39 GMTWritten and Verbal Mathematical Understanding: Part 1http://www.nctm.org/publications/blog/blog.aspx?id=43513&blogid=599536<p>Mathematical understanding is paramount in ensuring that students actually achieve the standards being presented. Any student can nod his or her head, give a thumbs up, and or write down a few correct numerical answers to indicate understanding. Chances are,</p>nctm@nctm.org (Customer Service)Thu, 06 Nov 2014 09:56:56 GMTStandardized Mathematics Testing Success without Substandard Classes: Part 2http://www.nctm.org/publications/blog/blog.aspx?id=43412&blogid=599536<p>Standardized testing. . . . Like it or not, these assessments are pivotal cogs in today’s educational system. How do you navigate these assessments and still operate a high quality class? Part 1 of Standardized Mathematics Testing Success without Substandard</p>nctm@nctm.org (Customer Service)Tue, 21 Oct 2014 15:48:25 GMTStandardized Mathematics Testing Success without Substandard Classes: Part 1http://www.nctm.org/publications/blog/blog.aspx?id=43356&blogid=599536<p>In an era in which schools are fighting to stay off state watch lists because of standardized tests, many of these institutions revert to simplifying curriculum, eliminating courses like social studies and science for extra math, and extensively practicing multiple choice material. As</p>nctm@nctm.org (Customer Service)Mon, 06 Oct 2014 14:27:27 GMTSadie’s Circleshttp://www.nctm.org/publications/blog/blog.aspx?id=43236&blogid=599536<p>Is it okay to blog about something that is not my innovation or lesson idea? Certainly Blogging includes sharing your practices and things you’ve learned from other teachers. In the Math Twitter Blog o Sphere (#MTBoS), I love reading how</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 14:50:25 GMTHead Techhttp://www.nctm.org/publications/blog/blog.aspx?id=43140&blogid=599536<p>Every day it seems like K–12 students have more powerful tech tools at their disposal. But what are they to do with these tools? And when is it appropriate for them to use these tools? If the answer is “not</p>nctm@nctm.org (Customer Service)Mon, 08 Sep 2014 15:52:10 GMTYes, Playing Aroundhttp://www.nctm.org/publications/blog/blog.aspx?id=43082&blogid=599536<p> John Golden, @mathhombre, is a member of the department of mathematics at Grand Valley State University in Michigan. He teaches math and elementary and secondary teacher preparation courses. At mathhombre.blogspot.com, he blogs about math games, geometry</p>nctm@nctm.org (Customer Service)Tue, 26 Aug 2014 16:01:02 GMTTwitter Math Camphttp://www.nctm.org/publications/blog/blog.aspx?id=42954&blogid=599536<p>I spent July 23–27, 2014, at a camp. If this doesn’t sound silly enough for a nearly fifty year old, it was Twitter Math Camp (TMC). My spouse still hasn’t stopped making fun of it. It might bring to mind</p>nctm@nctm.org (Customer Service)Fri, 15 Aug 2014 09:24:31 GMTComplex Instruction: High-Quality Mathematics for All Learnershttp://www.nctm.org/publications/blog/blog.aspx?id=42818&blogid=599536<p>Over the past several posts, I have been exploring how to make the mathematics curriculum more equitable. Another important aspect of equity is making sure that all learners have access to the mathematics being taught. Complex Instruction (CI) is one way</p>nctm@nctm.org (Customer Service)Mon, 28 Jul 2014 14:39:48 GMTBringing in the Real Worldhttp://www.nctm.org/publications/blog/blog.aspx?id=42692&blogid=599536<p>I have been writing about how to use real world contexts in the mathematics classroom. What are some practical ways to do this? Let’s consider three examples that explore how to integrate diversity, connect to students’ lives, and analyze social</p>nctm@nctm.org (Customer Service)Thu, 17 Jul 2014 15:10:28 GMTMathematics and the Real Worldhttp://www.nctm.org/publications/blog/blog.aspx?id=42609&blogid=599536<p>In my previous post, I argued that in addition to teaching mathematics for its own sake, we should also teach mathematics so that students learn to value diversity, see mathematics in their lives and cultural backgrounds, and analyze and critique</p>nctm@nctm.org (Customer Service)Mon, 30 Jun 2014 10:27:19 GMTWhy Teach Mathematics?http://www.nctm.org/publications/blog/blog.aspx?id=42561&blogid=599536<p>NCTM’s new Principles to Actions Ensuring Mathematical Success for All aims to ensure high quality mathematics education for all students. But what does high quality mathematics education look like? Another way to come at this question is to ask, “Why</p>nctm@nctm.org (Customer Service)Thu, 12 Jun 2014 12:30:55 GMTTeaching Students about Functions with Dynagraphshttp://www.nctm.org/publications/blog/blog.aspx?id=42504&blogid=599536<p>Introduction Function is a fundamental concept in mathematics it is one that students explore repeatedly, at increasing levels of sophistication, throughout the early and middle grades (and beyond) (Steketee and Scher 2011). In the early grades, students may encounter functions</p>nctm@nctm.org (Customer Service)Tue, 03 Jun 2014 11:08:45 GMTA Critical Look at Movieshttp://www.nctm.org/publications/blog/blog.aspx?id=42440&blogid=599536<p>Several weekends ago, my family suggested that we go to the local theater and watch a movie. As most any parent of a teenager knows, finding a movie that everyone can agree on is no small task. My wife and</p>nctm@nctm.org (Customer Service)Mon, 19 May 2014 11:51:06 GMTCreative Problem Posing in the Middle-Grades Classroomhttp://www.nctm.org/publications/blog/blog.aspx?id=42399&blogid=599536<p> Earlier this year, I was introduced to Paul Lockhart’s remarkable text, A Mathematician’s Lament How School Cheats Us Out of Our Most Fascinating and Imaginative Art Form. Lockhart persuasively advocates for mathematics teaching and a mathematics curriculum that provides students</p>nctm@nctm.org (Customer Service)Wed, 07 May 2014 10:48:56 GMTTowering Mathematicshttp://www.nctm.org/publications/blog/blog.aspx?id=42282&blogid=599536<p>Towering Mathematics In a recent visit to a seventh grade mathematics classroom, I was delighted to see students working collaboratively on the Skeleton Tower task as shown in figure 1. MTMS_blog_2014 04 28_Art01.png Fig. 1 How many</p>nctm@nctm.org (Customer Service)Thu, 24 Apr 2014 15:24:24 GMTPeace through Constructionshttp://www.nctm.org/publications/blog/blog.aspx?id=41979&blogid=599536<p>Compass and straightedge constructions have been in the geometry curriculum for a loooonng time. These constructions were around before Euclid included them in his textbook, The Elements, 2300 years ago. The painting shown here is an illumination from a translation</p>nctm@nctm.org (Customer Service)Mon, 07 Apr 2014 11:31:14 GMTBootstrapping Revisited: A Regular 3 1/2-gon?http://www.nctm.org/publications/blog/blog.aspx?id=41601&blogid=599536<p> This is another weird example of the bootstrapping I mentioned in my first post. We were brainstorming a geometry class a few months ago when my friend Ian asked me, “Can you draw a</p>nctm@nctm.org (Customer Service)Thu, 20 Mar 2014 11:35:10 GMTApples and Remaindershttp://www.nctm.org/publications/blog/blog.aspx?id=41325&blogid=599536<p> <strong>Here’s a classic
question:</strong>
</p>
<p>Out of the 6000 apples we harvested, every third
apple was too small, every fourth apple was spotted, and every tenth apple was
bruised. The remaining apples were good. How many good apples were there?
</p>
<p>What is the purpose of constructing a viable
mathematical argument or proof? Many people would say that the purpose is to
convince another person or yourself that the position being taken is true,
beyond a shadow of a doubt. But I think we have focused too much on conviction
as the purpose of mathematical argumentation. I think the primary benefit of
constructing a viable argument is that it uncovers the way mathematical ideas
relate to one another. When you make a viable argument for a claim, it reveals
what mathematics the claim relies on. Here is an example:
</p>
<p>Students usually start by saying, “Subtract from
6000 the 2000 apples that are too small, the 1500 that are spotted, and the 600
that are bruised to get 1900 good ones left.” This explanation isn’t correct,
because the students have subtracted some of the apples twice (e.g., the ones
that are spotted <em>and</em> bruised).
</p>nctm@nctm.org (Customer Service)Tue, 04 Mar 2014 11:52:53 GMTThe 2° th posthttp://www.nctm.org/publications/blog/blog.aspx?id=40375&blogid=599536<p>Welcome to the Blogarithm! We’re exploring ideas raised by the Standards for Mathematical Practice in the Common Core State Standards for the middle grades. </p>
<p>I noticed something while watching an eighth-grade class. The teacher was getting the students to notice the rule about adding exponents, asking them to figure out 2<sup>4 </sup>x 2<sup>3</sup> and other similar cases. When they saw it was 2<sup>7</sup>, and that you could, in general, just add the exponents with the same base, she asked them why it is always true. One student said, “Because you are just multiplying 2 times itself 3 times and then 5 more times, so it’s 8 times total.” They then did it for division (e.g., 2<sup>7 </sup>÷ 2<sup>3</sup> = 2<sup>4</sup>), which was just a rearrangement of the same thing.
</p>
<p>Later, the teacher was talking about 2<sup>0</sup> and negative exponents like 2<sup>-</sup><sup>3</sup>. A student asked why 2<sup>0</sup> is 1 because shouldn’t 2 times itself 0 times be 0? Hmm. The teacher fielded this pretty well by asking the class what 2<sup>3 </sup>÷ 2<sup>3</sup> was, based on the subtraction rule. They said that it was 2<sup>0</sup> and noticed that it also had to be 1 because it was 8 ÷ 8. So it makes sense to say 2<sup>0</sup> is 1. Crisis averted.
</p>nctm@nctm.org (Customer Service)Fri, 03 Jan 2014 10:33:54 GMT