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Math and Inquiry: The Importance of Letting Students Stumble

For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended inquiry-based models can be challenging. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills -- in ways that are meaningful to them.

Imagery: A Key to Understanding Math

According to math educators, mathematical imagery is what students are missing, and what causes confusion. "Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”

Finding the Beauty in Math

How does a person fall in love with math? For too many, math class conjures up anxious worksheets filled with rows of unanswered problems. Students go along, seeming to perform the steps required -- plug in the formulas, solve for x -- without ever understanding what they’re doing, or why.

New Research Asks: Does Blended Learning Boost Algebra Scores?

A recent report by the RAND Corporation, in partnership with the Department of Education, tries to provide an objective overview of blended learning. RAND conducted a national two-year randomized trial to determine whether a blended learning curriculum developed by Carnegie Learning, Inc. had a positive effect on middle and high school algebra students.

Does Math Exist Outside the Human Brain?

In this episode of the Idea Channel‘s always-brilliant explanation of how and why the world works, the focus is on math, and the mind-bending question: Who created math, anyway? “Unlike physics, chemistry, and biology we can’t see it, smell it, or even directly observe it in the universe. And so that has made a lot … Continue reading Does Math Exist Outside the Human Brain? →

In Teaching Math, What’s the Right Mix of Content and Context?

Getty “Polynomial functions!” “Trig identities!” “How about the properties? Commutative, associative, distributive.” So unfolded a laundry list of what a group of math teachers considered the more painful and less necessary concepts covered in the average high school math curriculum. The laments, aired at EduCon 2.5 in Philadelphia at Science Leadership Academy last weekend, were … Continue reading In Teaching Math, What’s the Right Mix of Content and Context? →

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