October 26, 2010, 12:00 pm
Here’s another question about the same enVisionMATH worksheet we first met yesterday. Take a look at this section, and think about the mental processes you’d use to answer each of these problems:
Got it? Now, let me zoom out a little and show you a part of the worksheet you didn’t see before:
If you’re late to the party and don’t know what’s meant by “near doubles” and the arithmetic rules that enVisionMATH attaches to near doubles, read this post first. Questions:
- Now that you know that these are supposed to be exercises about near doubles, does that change the mental processes you selected earlier for working the problems?
- Should it?
March 13, 2008, 8:09 pm
A federal panel examining K-8 mathematics education in the USA has made some forthright recommendations, according to this article in the NYT today. Unlike many federal panels, this one has an uncommon amount of common sense in its conclusions. For example, this finding that is striking in the way it refrains from choosing sides in the math wars:
Parents and teachers in school districts across the country have fought passionately over the relative merits of traditional, or teacher-directed, instruction, in which students are told how to solve problems and then are drilled on them, as opposed to reform or child-centered instruction, which emphasizes student exploration and conceptual understanding. The panel said both methods have a role.
“There is no basis in research for favoring teacher-based or student-centered instruction,” said Dr. Larry R. Faulkner, the chairman of the panel, …