Spatial activities categorized by process, such as mental rotation, perspective taking, visualization and mapping. More than 30 lessons for early years, primary and junior educators — free to use with students! Includes background info on the benefits of spatial reasoning in mathematics education.
The ability to identify and match numbers is important, but what is often missing is foundational understanding of place value. Interview-style approaches can reveal how a student thinks about ones, tens and eventually hundreds, thousands, and beyond.
4 quick, efficient, student-friendly assessments that help educators better understand the mathematical strengths and needs of students.
Dr. Julie Comay explores how learning math is filled with joyful possibilities. In her message at this year’s meeting of the National Council for Teachers of Mathematics (NCTM), president Trina Wilkerson delivered a stirring call for bringing joy into mathematics classrooms. The positive language and hopeful sentiments represent a welcome
Whole number bias is the tendency to apply or misapply one’s understanding of whole numbers or natural numbers – the numbers we typically count with – to rational numbers. It makes sense that people might apply what they have learned about whole numbers, like 1, 2, 3, 4 and 5 to their understanding of fractions, but unfortunately this leads to all kinds of misunderstandings about fractions.
Taking time at the beginning of a science unit to allow students to share or document how they understand and relate to a topic is an opportunity for educators to see and hear how their students are making sense of the world. It brings to light the foundational thinking with which students will be building their scientific knowledge.
Spatial activities categorized by process, such as mental rotation, perspective taking, visualization and mapping. More than 30 lessons for early years, primary and junior educators — free to use with students! Includes background info on the benefits of spatial reasoning in mathematics education.
The ability to identify and match numbers is important, but what is often missing is foundational understanding of place value. Interview-style approaches can reveal how a student thinks about ones, tens and eventually hundreds, thousands, and beyond.
4 quick, efficient, student-friendly assessments that help educators better understand the mathematical strengths and needs of students.
Dr. Julie Comay explores how learning math is filled with joyful possibilities. In her message at this year’s meeting of the National Council for Teachers of Mathematics (NCTM), president Trina Wilkerson delivered a stirring call for bringing joy into mathematics classrooms. The positive language and hopeful sentiments represent a welcome
Whole number bias is the tendency to apply or misapply one’s understanding of whole numbers or natural numbers – the numbers we typically count with – to rational numbers. It makes sense that people might apply what they have learned about whole numbers, like 1, 2, 3, 4 and 5 to their understanding of fractions, but unfortunately this leads to all kinds of misunderstandings about fractions.
Taking time at the beginning of a science unit to allow students to share or document how they understand and relate to a topic is an opportunity for educators to see and hear how their students are making sense of the world. It brings to light the foundational thinking with which students will be building their scientific knowledge.
