A Map of Problem-Based Course Designs
We had a super session at #TMC13 on designing problem-based courses. Materials and notes are posted for those interested.
View ArticleGlobal math department on problem-based course design
Announcing a Global Math Department webinar on Problem-Based Course Design, Tuesday, 10 September, 9pm Eastern. Following up on a #TMC13 session, we’ll have an open discussion on ideas and questions...
View ArticleAn Equity Puzzle
Twenty-six of our strongest sophomores from last year have been given to me as juniors, to take algebra 2 and pre-calculus in one year. About twenty are serious and ready to work. About six are...
View ArticleReminder
Figuring out a problem yourself is better than copying someone else’s down because then it stays processed in your brain. And once it’s processed in your brain, you can’t lose it because you did it on...
View ArticleDelight.
I was just figuring out how to rotate 21 kids through 7 stations in such a way that each kid does each station with a different group. And it just dropped in to try this: 1/3 of the kids advance by...
View ArticleWhyy
STUDENT: You know that i to n power just keep repeating itself- which creates a circle, BUT THAT CIRCLE IS A UNIT CIRCLE. Now, take that point on the complex plane that I gave you, which the angle is...
View ArticleReading Strategies for IBL Mathematics
Last summer I gave a short talk at the Academy of Inquiry-Based Learning conference in Denver. At the time I promised Michael Pershan I’d write it up. I never did, but it was recorded. The video (~20...
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Anticipatory Set
The following problem set is being given to our department before we talk about how we want to teach problem-solving. For the following problems, please use our 5-step annotation: (i) note the...
View ArticleDefining “Prepared” at EduCon
It was a privilege to work with 22 educators at #EduCon today. I’m particularly grateful that they chose to attend the session considering that Chris Lehmann and Zac Chase were presenting at the same...
View ArticleDid everyone see this?
The hard truth is that the outcomes and inequities lamented over in Principles to Actions and previous documents are precisely the outcomes that our educational system is designed to produce....
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