I am hearing increasing blame cast onto students who do not appear motivated. I've never seen one stay behind when the fire alarm goes off. The difference is that they understand the importance. Teachers may say that motivational strategies are not in their personality...but it's not about "us."
Test security is essential to ensure students who are assessing with integrity are not disadvantaged for good grades. AI is my go-to for generating multiple versions this summer. Yours?
www.publicschoolreview.com/blog/cheatin...
Are any college math professors using quizzing "gamification" defined as unlimited retakes on a quiz that is resourced by banked questions so the students get a different quiz each time. Then their quiz score is the best of attempts?
Gotta GRAPH something Rational?
The functions look pretty fractional
See how they're CUT goin' around
One side's a smile, the other's a frown.
I found this documentary exciting because I have known people in several different states we have lived in to have connections with this work over the years: twr.org/lifted
I found this documentary exciting because I have known people in several different states we have lived in to have connections with this work over the years: twa.org/lifted
So true! But then in high school it's students mis-applying "cross products" from middle school because they bypassed understanding mutiplicative identity.
That's a keeper!
Yes! Where else would one find prime-mates but in a tree? And if we put the prime-mates in cages, they don't get lost in the branches. If we think ahead and always divide by the smallest possible, the prime-mates are in order.😀
Calc-y sounds catchy to me.
I absolutely agree with you, Kathy! I don't think they need to know the phrase "multiplicative identity" but an in depth schema as to what it does and where it is helpful would help them solve equations.
Yes, cross products are not in CCSS for good reasons like this
When students decline learning opportunities, and explaining the relevance & importance doesn't convince them, I explain t the parents & form partnerships with parents.
Reflections on the relationship between learning to read and numeracy.
A parent & MS teacher was thinking math should be like sight words in reading. At first, I was like "no way!!!" But then...
What if we thought of learning math like learning to read:
Math educators: How are you using AI in your work?
Summer lesson planning...and the graphs of the algebraics will differ by a hole. Less is more?
Pedagogical decision: will this build a schema or cause cognitive overload?
Many students in HS are confused by X. I'm thinking of adding something like this to my "word" wall. What changes might be helpful?
Thanks! I didn't know that!
I love laughing with teenagers all day. Can't think of much I'd rather being doing.
What was your experience in Mathstodon?
@jcgeorge.bsky.social @druinok.bsky.social @triangleman.bsky.social I looked all over with these suggestions and finally found them in my Settings! Thank you for motivating me.
I haven't seen any invite codes for BSky. Where do you find out you have them? @druinok.bsky.social
Yes! Another idea that resonates with my Ss: learning vs. mimicking. Ss sometimes get help from others and think they have found the easy ticket. If mimicking, they tend to forget. When they finally understand the diff, it can be learner-life changing.
Mixed. Depends on the day
