On May 23, 2010 in my very first blog, Teaching Math; It’s All in the Balance, I shared my view that both the traditional and reform camps have something to offer math educators. Basically, traditionalists believe skills should be taught based on algorithms, formulas and step-by-step procedures; reformists support a more inquiry-based approach that emphasizes developing […]
The Pursuit of Place Value Understanding, Part III Read More »
Helping children develop conceptual understandings, making math learning relevant, and integrating discovery and skills-based learning are all important. In the blog post The First Steps in Developing Conceptual Understanding of Place Value I shared my 2nd grade grandson’s experience in learning two and three digit addition and subtraction. He had been learning to add and subtract digits
Whole Number Division with Semi-Concrete Base Ten Blocks Read More »
Recently I penned My Last Math Class and shared how I made math learning real for an unique group of students. Following on its heels, I shared information on the 3 R’s —Rigor, Relevance, and Relationships— coined in 2010 by The International Center for Leadership in Education. Now I want to expand this theme into another area
Relevance: Discovery, Skills-based, and Manipulatives Read More »
In an earlier blog I shared my concern about my eight year-old grandson knowing how to calculate the correct answer when adding two-digit numbers without knowing the value of the digits in the addends or sum. But helping children understand place value is more than telling them which number is in the ones place and
The First Steps in Developing Conceptual Understanding of Place Value Read More »
