I was recently reminded of how important it is to evaluate student interaction when determining the professional development needs of a school or teacher.
I was in a classroom, trying to be invisible, observing a strong teacher and her students. Three very engaged students were debating the appropriate approach to solving an algebra problem; they were … Continue Reading ››
A couple weeks ago I was listening to a radio interview
with Joseph Nye, former dean of Harvard's Kennedy School of Government and author of The Future of Power
, when he recalled a conversation with a Singapore government official. The Singapore official told Dr. Nye that the US economy will thrive in coming … Continue Reading ››
I’ve engaged in discussions trying to answer this question ever since I started teaching AP calculus in 1995. Since 2001, when the No Child Left Behind assessments and high school graduation exams were implemented, this question has become even more relevant. In fact, it has raised more questions than answers. For instance:
Continue Reading ››
Last week I received this letter from a student named Morgan R. (I'm withholding his last name), with no return address or contact information, so I thought I'd respond to him here. First, Morgan's letter:
I'm sorry that this Investigation has caused you such consternation. I … Continue Reading ››
Chaos. That's the way I would describe my first attempt at having my students try cooperative learning. Utter, complete chaos. Which came as a complete surprise to me at the time, because, after all, I had attended the training on cooperative learning and had done everything just the way I'd heard it explained!
Continue Reading ››
“Don’t just do something, stand there.” That’s a line Dr. Bill McCallum, one of the writers of the Common Core State Standards, used in his presentation at the California Algebra Forum in San Jose, CA, which I attended last week.
Dr. Bill McCallum, one of the writers of the standards, used the line, “Don’t just do something, stand there,” when introducing the Standards for Mathematical Practice. He described a how he uses this line frequently in his teaching and it immediately struck a chord with me.