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Cell Size and Scale
Awesome scale- 'slider' that lets you zoom in from a coffee bean to a chromosome & mitochondria to a carbon atom.
Good for exponents too.
Maths Maps | edte.ch
How can you contribute?
1. Explore the maps below for the ideas already added, follow the links to open them in a new window.
2. Make sure you are signed in to your Google account.
3. Click on EDIT in the left panel.
4. Zoom close to the city and it’s surroundings. (Don’t forget Streetview)
5. Find some TOPICideas you can see.
6. Add a placemark (use the right colour for the age group it is best for – see purple pin)
7. Explain the activity in the description.
8. Change the title to show how many ideas there are.
9. Send out a Tweet or write a blog post to highlight this resource and encourage others to contribute.
dy/av : 002 : the next-gen lecturer on Vimeo
Saw this a year ago and forgot about it... Dan Meyer at his best... tells a great story about moving to a digital teacher for all the right reasons.
Math Made Compelling: The Kiva Renaissance | In Pursuit of Purpose
Is this really grade 4 and 5 stuff?? I thought it was a bit of a stretch, at first, especially given that most kids don’t learn about these human statistics until middle or high school. However, the more I studied them, the more I realized that a huge range of numeracy skills are embedded in each of these statistics.
MHetherington.net » Blog Archive » Mental math anyone?
A simple way to multiply two numbers larger than 10x10
Get Smart- Interactive Activities
Please note that these pages contain a collection of links to suitable activities to support and enhance classroom teaching and learning.
A Difference: Assessment and Rote Learning
- David Truss has a great post called Assessment & Rote Learning: Math Conundrums. I tried to leave a comment. I discovered I'm passionate about what Dave had to say. - datruss on 2008-05-10
Concrete examples don't help students learn math, study finds
I think there are holes in this arguement, but this is worth discussing:
"Researchers led by Jennifer Kaminski, researcher scientist at Ohio State University’s Center for Cognitive Science, found that college students who learned a mathematical concept with concrete examples couldn’t apply that knowledge to new situations.
But when students first learned the concept with abstract symbols, they were much more likely to transfer that knowledge, according to the study published in the April 25 issue of the journal Science.
Assessment & Rote Learning: Math Conundrums | Pair-a-dimes for Your Thoughts
Here is the crux of my point: When you have a solid understanding of Math fundamentals, it is easy to build new, more challenging concepts on to your base knowledge.
Numeracy & Problem Solving: Process Producibles | Pair-a-dimes for Your Thoughts
It is interesting to note that Peter is fully aware that it is difficult to get all students engaged in problem solving, and he noted several times that this is true for other subjects too, and yet we still work at it… (Can you say that all your students were engaged with the Water Cycle in Science or with the Square Dancing unit in Gym?). You still have to use your skills as a teacher to engage students in the problems. Also, as you work on this ’sometimes messy’ math, it is important to let students know what specifically you are assessing them for, and then you need to ‘raise the bar’ on expected producibles as students: get used to you assessing ‘different’ skills; and, as they improve their thinking skills!
The Teachers’ Podcast — The New Generation of Ed Tech PD
- "Kathy and Mark reach deep into resources, news and happenings among math education and the Teachers Podcast family. Updates on sub-notebook computers, news items, Laptop Cabana product review, listener productions, teaching and learning abounds, math debates, rants and hosts of math celebration and resources." - datruss on 2008-03-30
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