Algebra does not change. It is math that deals with finding an unknown quantity, usually designated by a letter. In later studies, algebra can be used to find the roots of various polynomial equations (this is what the fundamental theorem of algebra is all about). Algebra has remained the same for hundreds of years, but … Continue reading Technology for Algebra?

# My Algebra Journey

Making Math Moments - connections I have taught algebra every year since gaining my teaching certification nine years ago. I have been working slowly on my master's degree for the last several years, and at every chance I get, I try to apply what I learn to my teaching: teaching algebra. Every year, I have … Continue reading My Algebra Journey

# Data Tech for Days

It is an interesting experience to look for technologies that would help students become familiar with Probability and Data. As I mentioned in an earlier post, recording measurements was an early reason for the development of writing and math. These measurements were data points that helped rulers run their kingdoms. So over the past couple … Continue reading Data Tech for Days

# The Importance of Data

Math standards cover a wide array of topics, from operations to measurement to geometry. While math is a beautiful and timeless subject, there has been a lot of attention given to what standards we think students should be taught. Given our increasingly fast-paced, data driven world, perhaps no standard is more important than "develop and … Continue reading The Importance of Data

# Measure it!

What sorts of technology would you use to talk about measurement? The more I reflect on this question, the stranger it seems. As a math teacher, measurement seems so fundamental that I would not consider using a digital technology to talk about it. I would use those things we have been using for a long … Continue reading Measure it!

# What’s with Measurement?

Measurement seems a weird topic for a high school math teacher. It is generally expected that students can measure things by the time they get to high school. They can use a ruler, a protractor, and various other instruments of measurement. It is what students do with that measurement that is usually the concern of … Continue reading What’s with Measurement?

# I don’t like Geometry, I like teaching Geometry.

So if I'm being honest, I don't like geometry. I mean...I like it the least of the major math sub-topics. I did not like it when I took it in school, and I did not find it as interesting in my college courses as my other math classes. Sure there is beauty in the theorems … Continue reading I don’t like Geometry, I like teaching Geometry.

# How do games fit in high school math?

Image linky There are times when I read teacher education articles, and give an internal eye roll. How is an article about 5 and 6-year-olds playing going to help me teach high school kids? How does the development of math concepts in 1st graders help me hit 42 different Geometry standards (CCSSI)? I have to … Continue reading How do games fit in high school math?

# Practical Problems with Pedagogy

Pedagogy is where the nitty gritty of teaching really comes into play. Pedagogy refers to the method of instruction a teachers uses in their classroom. There are dozens of different strategies a teacher can use to deliver content to students, so decisions on pedagogy are done on a daily basis. One of the problems that … Continue reading Practical Problems with Pedagogy

# To do math, or to understand math?

To do math, or to understand math? That is the question. Well, why not both? My math colleagues and I have had this discussion before. Where we debate on whether to just teach the procedure, or why the procedure works first. We are not the only ones, math teachers address this question a lot (Gauthier, … Continue reading To do math, or to understand math?