[caption id="attachment_2734" align="alignleft" width="172"] Are you a "Math Person"?[/caption] Confession: As a child, I fell victim to the “I’m not a math person” syndrome. On the surface, I had no reason to feel that way…I had caring teachers, I got decent grades in math, I could
Contributed by Susan Creighton In my previous blog post, “Using Formative Assessment to Create Active Learners,” I listed five key practices that teachers can use to help students learn to make use of their own formative assessment data. Here, I discuss Practice #4 from that list:
[caption id="attachment_2734" align="alignright" width="300"] Download the Teaching Numeracy Book Study Guide.[/caption] During the past four years, I am delighted to share that Teaching Numeracy has been the focus of many book studies, Professional Learning Communities (PLC), and district-wide initiatives. How grateful I am to hear my 10-year
In Chapter 3 of Noguera and Blankstein’s new book Excellence Through Equity, contributor Carol Corbett Burris details the much-lauded detracking effort that was enacted across the Rockville Centre School District and virtually eliminated achievement gaps. Detracking by getting rid of the lowest track was the strategy
Teachers have very busy schedules. They often work with an overcrowded curriculum and are asking for learning experiences that integrate, where appropriate, the learning of mathematics, language arts, and other disciplines, such as science, social studies, and art. We find using selected children’s literature is a
How will your development in numeracy impact your future? Numeracy is a life skill. Being numerate means more than arithmetic. It looks less at calculations and more on how one applies an understanding of numbers in real life. Numeracy is an appreciation of common sense with
Happy 2015! As the new acquisitions editor at Corwin responsible for math, science, and STEM content and services, I think it’s only fitting to use the Corwin Connect venue to talk about one of the ideas I find most critical to STEM education…connections. STEM, though
The old adage for dividing fractions, “Ours is not to reason why, just invert and multiply!” is one many readers are certainly familiar with. And because students often forget which fraction to invert, other less known adages have arisen lately. I learned this one last
Contributed by Monica Neagoy Teaching Operations in a Technological World—An Enigma? Do you ever wonder why we spend so much time on teaching computational algorithms, memorizing number facts, and checking for correct answers, in a world full of technological tools that compute faster, more efficiently, and more accurately