Check out this “PLC Byte” on the development of mathematical concepts through the Enactive – Iconic – Symbolic progression. Some discussion questions as you view the short webinar:
- What are the concepts of Enactive – Iconic – Symbolic?
- How do these concepts relate to other educational theories?
- How can the concepts of Enactive – Iconic – Symbolic support the development of mathematical understanding by students?
I received an interesting e-mail the morning of August 26, 2016:
“I would like to personally congratulate you as your blog St. Vrain K-12 Mathematics has been selected by our panelist as one of the Top 100 Math Blogs on the web … I personally give you a high-five and want to thank you for your contribution to this world. This is the most comprehensive list of Top 100 Math Blogs on the internet and I’m honored to have you as part of this! Also, you have the honor of displaying the following badge on your blog.”
This site serves as a Frequently Asked Questions (FAQ) resource for the St. Vrain community. Even though it is more of a website vs. a true blog, it’s good to know this space is providing relevant resources and information for mathematics education. Please contact me on how this space can be continuously improved.
From Education Week blog: “A new paper from the Institute for Education Sciences lists 28 ways federally funded research has changed what we know about how to teach whole numbers, fractions, algebra, and other math topics.
IES, part of the U.S. Department of Education, funded more than 200 studies about math instruction between 2002 and 2013. A synthesis of that research, published this month, lays out some of the contributions these studies have made to the field.”
View the research paper to see the IES-funded research contributions (28) on Whole Numbers, Operations, and Word Problem Solving in Elementary School, Fractions and Algebra in Middle School, and Development and Evaluation of Teacher Professional Development Approaches.
The IMO is the World Championship Mathematics Competition for High School students, where the brightest mathematics students from more than 100 countries compete. The winning U.S. team score was 214 out of a possible 252, ahead of the Republic of Korea (207) and China (204).” Read more of the story here.
Matt Larson, a former high school math teacher and K-12 math curriculum specialist for the Lincoln, Neb., public schools, began his two-year term as president of the National Council of Teachers of Mathematics in April. Education Week had the chance to catch up with Larson recently and ask about his priorities as president and what he thinks are some of the biggest issues facing math teachers today. Here are some snippets from that conversation.
From the Aspen Ideas Festival: Math is not just the language of numbers. It is also not just a subject for school children. What math, if any is important for adults? Where does America stand in the world in math and how can we improve? Is it the teaching? What kind of preparation do our youth need to succeed? What do we know about other kids in the world and how they perform — and why? The beauty of understanding math lies with how we frame questions and understand uncertainty. How do we treat math in our society and can we perform at a high level? (Duration – 1:18:33)
Check out this great story about student math circles at Altona Middle School, sponsored by 8th grade math teacher Linda Goertz. This is a great extra-curricular opportunity for students to explore non-traditional mathematical topics in a recreational setting and to strengthen their problem-solving skills and perseverance!