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Why I Make Terrible Decisions, or, poverty thoughts. Teacher Spends Two Days as a Student and is Shocked at what She Learns. A student takes notes at Woodrow Wilson High School in Washington D.C.

Teacher Spends Two Days as a Student and is Shocked at what She Learns

(AP Photo/Charles Dharapak) Do teachers really know what students go through? To find out, one teacher followed two students for two days and was amazed at what she found. Her report is in following post, which appeared on the blog of Grant Wiggins, the co-author of “Understanding by Design” and the author of “Educative Assessment” and numerous articles on education. A high school teacher for 14 years, he is now the president of Authentic Education, in Hopewell, New Jersey, which provides professional development and other services to schools aimed at improving student learning. Wiggins initially posted the piece without revealing the author.

By Alexis Wiggins I have made a terrible mistake. I waited 14 years to do something that I should have done my first year of teaching: shadow a student for a day. My class schedules for the day (Note: we have a block schedule; not all classes meet each day): 7:45 – 9:15: Geometry. Struggle For Smarts? How Eastern And Western Cultures Tackle Learning.

Chinese schoolchildren during lessons at a classroom in Hefei, east China's Anhui province, in 2010.

Struggle For Smarts? How Eastern And Western Cultures Tackle Learning

STR/AFP/Getty Images hide caption itoggle caption STR/AFP/Getty Images Chinese schoolchildren during lessons at a classroom in Hefei, east China's Anhui province, in 2010. STR/AFP/Getty Images In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class. "The teacher was trying to teach the class how to draw three-dimensional cubes on paper," Stigler explains, "and one kid was just totally having trouble with it. Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. "I realized that I was sitting there starting to perspire," he says, "because I was really empathizing with this kid. But the kid didn't break into tears. 'Struggle' The mother and the son are discussing books. Enhancing Mathematics - Experiencing Exponential Growth in Math.

My Top Ten Issues in Mathematics Education. What are your “top ten”?

My Top Ten Issues in Mathematics Education

Sue VanHattum, a full time faculty member at Contra Costa College inspired me with her wonderful top ten list . Below are my top ten Issues in Mathematics Education. While this is my opinion, I do highly encourage you to check our Ms. VanHattum’s post as well as her blog Math Mamma writes… 10) Math IS, by its very nature, FUN! 9) Discovering and uncovering content should take precedence over covering and recovering content. If you know you want to shut up more, but you have trouble (like me) not filling the dead space with your own voice sometimes, try Bob Kaplan’s advice for becoming invisible . 8) Underrepresented groups in mathematics will remain underrepresented (especially in academia) unless measures are taken to recruit and retain them. 7) Mathematics Educators deserve respect and more autonomy. 6) Mathematics Educators deserve opportunities to further their own content knowledge for teaching. 2) Students don’t know that Math comes in many flavors.

Wow! Math can-do: Column. As a math educator, I often find myself in conversations with parents who tell me, "I was never good at math, so it's not surprising my son isn't good either.

Math can-do: Column

" I've also spoken with teachers who tell me that a student is failing because "she's just not good at math. " There is a high price for all of this negative talk — nearly 40% of 18- to 24-year-old Americans believe they are "not good at math. " And over half have regularly thought that they just "can't do math. " Given this lack of confidence, it's not surprising that so many students are struggling in their math courses.

Not surprisingly, math is becoming one of the biggest barriers to receiving a college diploma. Misconception #1: Math ability is a gift — you either have it or you don't. Misconception #2: Being good at math is about being fast. Misconception #3: Math is all about "rules" and procedures.

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