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.
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.
Ce conférencier amène une nouvelle approche pour présenter les problèmes de mathématiques. Au lieu de tout condenser le problème en un seul énoncé où on confond la situation réelle, les éléments mathématiques et la démarche espérée, il tire profit des technologies informatique pour présenter les problèmes en trois étapes distinctes. En premier on présente la situation de la vie courante sans valeur numérique et sans repère mathématique. Les étudiants devraient en venir eux-même à proposer d'insérer des valeurs numérique et des points de repère mathématiques (comme un plan cartésien). Finalement, les questions et la marche à suivre devrait venir d'elles même à la suite de ce processus. La vidéo explique très bien ce qui se passe. by maximeleblanc Feb 28