Dan Meyer: Math class needs a makeover

2 000 000 lektioner senare Om någon sagt till mig för fyra och ett halvt år sedan att jag skulle ha två miljoner visningar på min YouTube kanal skulle jag aldrig trott dem. Det är inte klokt vad undervisning med hjälp av Internet har ökat under de senaste åren. Idag finns det ingen matematik på gymnasienivå som du inte kan hitta förklarad på nätet. Att ta kontroll över sin egen undervisning och kunna hitta det jag behöver när som helst och var som helst, så länge jag har en Internetuppkoppling, är fantastiskt. Behöver vi en skola med fysiska klassrum och behövs lärare nu när allt detta finns? Under dessa år har jag fått helt underbar feedback på det som jag gjort med denna kanal. Måste tacka dig enormt mycket, jag pluggar naturvetenskap för att bli läkare och utan de här klippen skulle jag aldrig klarat mig till mvg nivå, du lär en grunden så bra att man kan bygga på resten själv! Mycket bra kanal! Jag vet inte om du vet vilket bra jobb du gör! Ja, vad säger man … HELT UNDERBART känns det att läsa sådan.

Observation Challenge: What Do You Hear (Part One of Three) The Importance of Learning to Observe I distinctly remember when I needed to understand the game of football. Sure, I’d spent years as a fan, cheering the touchdowns and feeling disappointment with dropped passes. But frankly, all I could see was the surface — all the strategy, all the athleticism, all the orchestration of plays simply went over my head. So I started to ask questions about rules, about positions, and I asked people (patient people) to start pointing things out to me as we watched. And I got better. If you’re wondering what football has to do with teaching, let me offer this: we’ll never understand the complexity of the work we do if we don’t learn to see beyond the surface. Yet, I know from having all kinds of observers join my classroom, that learning to observe is a tough endeavor. How This Challenge Works In this blog series, we’ll look at one lesson in three different ways: what you hear, what you see, and what’s invisible. STEP 1: Watch this Uncut Classroom* Video

Mathematicians mapped out every “Game of Thrones” relationship to find the main character — Quartz Fans of the Game of Thrones books and TV series have long quarreled over who the true hero of the story is. Daenerys? Tyrion? Jon Snow? Hodor? Every time a character seems to be developing into a protagonist, he or she is brutally killed (video). But several main characters remain. Andrew J. The books and HBO fantasy series, with their massive cast of characters, various shifting allegiances, and intricate relationship dynamics, were a perfect fit to be studied mathematically. “This is a fanciful application of network science,” Beveridge told Quartz. The pair started by connecting characters every time they “interacted” in the third book of the series, A Storm of Swords. The resulting network structure (above) broke the characters into extremely accurate communities that show the geographical, familial, and even adversarial ties between them. “We didn’t tell it what the communities were, the network actually tells you what the communities are,” Beveridge said.

Om Matteboken – Matteboken Matteboken.se är ett verktyg för att studera matte via nätet. Sidan har skapats och drivs av Mattecentrum, en ideell förening som hjälper barn och unga med matematik. Mattecentrum driver också räknestugor varje vecka över hela landet dit alla är välkomna. Här på Matteboken.se finner du all teori som man behöver för att klara sig genom sina mattestudier. Allt material på Matteboken.se har skrivits av matematiker med pedagogisk erfarenhet. Har du som elev någon fundering eller har du problem med en speciell uträkning? Vi jobbar ständigt med att förbättra sajten. Välkommen till Matteboken.se! MattecentrumGrev Turegatan 40 1tr114 38 Stockholm feedback@matteboken.sewww.mattecentrum.se Utveckling och konstruktion av räknefunktionen på Matteboken.se har finansierats av Internetfonden.

Webcasts For Educators | Leaders in Educational Thought: Special Edition on Mathematics Based on their research and on their experiences, seven educators offer their thinking about different aspects of learning mathematics, doing mathematics and thinking mathematically. Daniel Ansari describes what dyscalculia is, the characteristics of dyscalculia and the implications of this cognitive dysfunction. He speaks of mathematics anxiety, growth mindsets and gender outcomes. Cathy Bruce examines key characteristics of professional learning that lead to increased educator and student learning. She shares some of her findings in this area as well as in relation to discourse, learning through technology and from her work with young children. Douglas H. Alex Lawson’s research and work with teacher candidates has uncovered the importance of mathematical models in thinking mathematically. Dan Meyer, doctoral candidate at Stanford University, describes how inquiry can initiate thinking and about where this leads as students become engaged and mathematically fluent.