by The Investigations 3 Center Team | May 10, 2018 |
Eight of our staff traveled to DC to attend the NCSM conference at the end of April. Below are four staff members’ reflections on a Session that stood out to them. (Also see Part 1.) Karen: “Teachers First. Everything Else Follows.” by Tracy Zager In this session,...
by The Investigations 3 Center Team | May 7, 2018 |
Eight of our staff traveled to DC to attend the NCSM conference at the end of April. Below are four staff members’ reflections on a Session that stood out to them. Four more to follow next week. Keith: “Transforming Teaching and Learning Through Number Talks” by Ruth...
by Annie Sussman | Apr 30, 2018 |
Using language to effectively communicate one’s mathematical thinking is an important skill—one that is a focus of Math Practice 6: Attend to Precision. Many of us know firsthand that clearly articulating mathematical ideas is challenging work, and that when students...
by The Investigations 3 Center Team | Apr 16, 2018 |
We’ll be away next week, at the NCSM and NCTM conferences in Washington DC. We’d love to see you at one of our Sessions, or at the TERC booth! Monday, April 23, 2018 Session 1317: But Why Does It Work?: Using Examples to Investigate Structure Many students appear to...
by The Investigations 3 Center Team | Apr 9, 2018 |
Question: Why did you decide to use the exclusive definition of a trapezoid?Answer: As the question suggests, there is more than one definition of a trapezoid. Mathematicians define trapezoids in one of two ways:Using the inclusive definition, all parallelograms...
by Keith Cochran | Apr 2, 2018 |
Have you ever been teaching (or leading professional development) and asked a really good question only to be met with silence? We all have teacher moves in our back pocket for situations like this—maybe do a turn and talk, ask the student if they’d like to call on...
by Denise Treacy | Mar 26, 2018 |
“I’m just not a math person.” I don’t know how many times I heard this sentiment over the course of a three-day workshop kicking off a new project focused on professional development for paraeducators. But, it surprised me that it was Tonya saying, “I’m good at it,...
by Keith Cochran | Mar 19, 2018 |
On a recent site visit, I was observing in a fourth grade classroom. The teacher started the lesson (Unit 6, Session 2.1) by writing “3/2″ on the board and asking students to name the fraction. Most said “three halves” although one or two said “two...
by Megan Murray | Mar 12, 2018 |
On a recent visit to a small district in the Midwest, I got the chance to visit a third grade class that was working on division (3U5, Session 3.4). When I joined Nicole, she was in the middle of working on the following problem: Gil loves toy cars. He saved enough...
by Arusha Hollister | Mar 5, 2018 |
At a recent professional development session on multiplication and division, my colleague and I asked participants to examine some student solutions to the problem: 1564 ÷ 36. Before looking at the student work below, think about how you would solve the problem. The...
