We all believe were good teachers, yet also we all believe we can improve. Our training and experience, and occasional validation by our peers helps us feel good at what we do. 2,876 more words

## Tags » Math Instruction

#### Is it ̶ 3 or is it ̶ 3?

Introduction

I know. The title “Is it -3 or is it -3?” looks weird but it’s not a typographical error. It’s a way to bring attention to algebraic notation. 1,049 more words

#### The Importance of a Clearly Stated Algorithm

Introduction

I posted a piece earlier in this blog titled *Sheldon’s Compound Proportions*. It describes what Sheldon labels the “cause and effect” method for solving compound proportions, which as far as I can tell, aren’t in todays’ texts. 1,440 more words

#### Commentary: Algebra – yes or no?

Commentary: Algebra – yes or no?

Andrew Hacker is proposing not teaching algebra but rather teaching math in a real-world context. He has created a conversation about the utility of algebra and proposes in his book “the math myth” that algebra is a cause of the loss of talent because many students can’t get past the algebra filter. 880 more words

#### An 8th Grade Final Exam: Salina , KS – 1895

Introduction

In the story below is an 8th Grade Final Exam given in Salina, KS in 1895. After you look at the problems, I’ve posed some questions and commented on a few things. 1,148 more words

#### Unequations Buzz

Introduction

Had a thought. Simple one-variable 1st degree equations, by definition, state that there is a bunch of stuff “here” that equals a bunch of stuff “there”. 1,263 more words

#### Walk the Clock: It’s Fractions

Introduction

For some reason, or perhaps reasons, fractions don’t make sense to many students. Despite the visual representations in text and/or the use of manipulatives such as Cuisenaire rods, fractions seem to remain a mystery to students. 1,293 more words