The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.
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Category Archives: testing
By Judah L. Schwartz, Harvard University a step in the direction of enhancing mathematical insight for teachers and the students they teach What is the real value of interactive manipulable mathematics software? Many educators see value in hands-on learning. To … Continue reading
By Roger Howe I have been worrying a lot about mathematics education for over a quarter century now. While many university mathematicians who get involved in mathematics education focus on the need for new teaching methods, I have been drawn … Continue reading
Some recent writers on mathematics education have been talking about mathematics as a field enjoying ’unearned privilege’ as a ‘gatekeeper’ in our society. The more I think about it, the less sense this makes. For some writers, the reference may … Continue reading
By Gail Tang (University of La Verne), Emily Cilli-Turner (University of La Verne), Milos Savic (University of Oklahoma), Houssein El Turkey (University of New Haven), Mohamed Omar (Harvey Mudd College), Gulden Karakok (University of Northern Colorado, Greeley), and Paul Regier … Continue reading
There’s an old slogan, probably due to Seymour Papert: “You can’t think about thinking unless you think about thinking about something.” Sense making is about the habits and practices used to understand mathematics, and making sense is about applying those practices to a particular structuring of mathematics itself.
By Judah L. Schwartz, Harvard University From whence this blog Nearly twenty years ago Paul Lockhart wrote a brilliant essay, A Mathematician’s Lament, on the parlous state of mathematics education. In it, Lockhart laments that mathematics education does not celebrate … Continue reading
By: Mary Beisiegel, Oregon State University This past spring, I received an email from a graduate student who was concerned about applying for jobs in industry. The student wrote: “I’m having a difficult time trying to market my teaching experience. … Continue reading
Alli entered kindergarten quite skilled at mental addition and proud of her skill. Subtraction followed quickly. Near the end of her kindergarten year, Alli bounced into class and said that her father had taught her about negative numbers. To assure … Continue reading
My work and that of my colleagues at Education Development Center has always put mathematical thinking—the habits of mind that are indigenous to our discipline—at the core of our work with teachers. What we’ve learned from expert teachers has led … Continue reading