Arika

7/8 is 3 and a half one-fourths, and 10/12 is only 3 and a third one-fourths.

I don’t have easy access to a laser cutter, so I would absolutely commission some. Thank you so much! I’ll send a dm.

Thanks! I would love to acquire a set of wooden ones, is that what you are thinking about? I’ve used a laser cutting service I found online before, but I am not (yet) very good with the tools necessary to create precisely the file I want, so I’m looking for a shortcut.

A sketch of a ix squares partitioned into halves or fourths.

Does anyone have a 3D print file for squares partitioned into halves and fourths in a variety of ways? #iteachmath

#iteachmath

I see two overlapping 3x3 arrays. Two nines is eighteen, then I’d subtract the 2x2 I double-counted.

Can I include your poem in a math newsletter for our elementary students? I didn’t realize today was Fibonacci day, but I was just writing about the Fibonacci sequence yesterday for the next edition!

Absolutely. I’ve found effectively consolidating learning after a BTC-style work session is hard enough even with some background with the five practices, I’d be lost without it! That connecting phase is so crucial.

🔥🔥My MathEd/#Iteachmath hot take🔥🔥

Before you read and start implementation of BTC, you should first read and try to implement ideas from the 5 Practices.

#edusky

I agree. I think the pedagogical overlap depends on the specific goal (inquiry, skill development, knowledge acquisition etc), and for math a thorough understanding of conceptual progressions across grade levels is especially helpful for supporting access to grade level content.

Hi! I’m in year two as a math coach, and I’d love to hear others’ perspectives on this too. What is your current thinking?

wodb | Talking Math With Your Kids

Here’s where they live now: talkingmathwithkids.com/wodb/

Does anyone know an alternative to Stenhouse’s old choral counting tool? From what I recall, you could set a starting value, an interval to count by, and a number of items per row and it would generate an array of numerals so that you could anticipate the patterns students would notice. #iteachmath

Math Education-Middle Grades. I feel like it was roughly 50% math courses and 50% methods and math history, but it’s been a while.

I did. It was incredibly convenient and inexpensive, albeit not my favorite way to learn and less rigorous than I expected. I appreciated being able to quickly complete courses that covered content I was familiar with and move on to the next. It was very doable while teaching full time.

Thank you!!

@mathematize4all.bsky.social I am really looking forward to your webinar with NCTM on the 29th but have a conflict that will have me logging on late. Any chance a recording will be available afterward?

There is No Such Thing As “The Science of Learning” | Human Restoration Project | Nick Covington... Nick Covington & Michael Weingarth call for a moratorium on using "The Science of Learning" to describe one aspect of how the brain works in relation to the multiple goals of school. Published by Huma...

There's a weird branding phenomenon happening with "The Science of ______" in education used to describe a handful of practices & processes related to cognition & the brain:

www.humanrestorationproject.org/writing/ther...

Thank you for sharing your reflections here. I’m working with a 4th grade team around math instruction, and they are using many of the same materials and working through the same sequence. I’m new to fourth grade myself and I really appreciate the additional perspective!

1. The best measurement on the unit circle is 3 times pi over two. This is non-negotiable. 2. In statistics, a paired t-test is the worst probability test. 3. Cosine is better than sine.

4. The best way to prove the congruency of two triangles is side-angle-side. 5. h(x) is more aesthetically pleasing than g(x) 6. The commutative property feels illegal. 7. Logbx I’d the most understandable logarithm out there.

8. Seeing the subtraction of a negative in an equation is better than seeing regular addition 9. 8-15-17 is the best Pythagorean triple 10. Leaving things improper is so joyful.

Former MS student published a pretty funny humor article in the HS need paper about debatable math truths. What do we think of these, #iteachmath?

And there are many fascinating and creative things a person can explore with larger cubes that are not accessible to me yet because I haven’t built a flexible understanding of how the cubes work. I don’t really know how to solve a cube, I know how to unscramble one-most of the time.

I experienced something as a learner that we talk about in math ed all the time: it’s incredibly difficult to reverse engineer conceptual understanding when you’re entirely reliant on memorized procedures.

But I had no flexibility. I learned algorithms to rotate certain pieces clockwise, but couldn’t break them apart to complete the counterclockwise moves without losing the flow of the steps. And I often forget steps-if I didn’t pick a cube up for a few months I would inevitably have to look some up.

But with a good bit of practice I could reliably unscramble a 3x3 cube reasonably quickly. I then explored the 4x4, 5x5, and the megaminx, a regular dodecahedron. All have a lot in common with the 3x3 cube, so I could apply a lot of what I already knew and memorized a few new algorithms for each.

No matter the case, I could apply the right steps and produce the expected outcome. Some steps were fairly intuitive, I knew what was happening and why they worked. Other parts though, I couldn’t follow, and by slowing down to try to better understand them I would lose my place and have to restart.

#iteachmath
I’ve been thinking about fluency. I learned how to unscramble a 3x3 Rubik’s cube a few years ago, and because I’m a decent memorizer I was able to do it by memorizing algorithms and practicing them until they became muscle memory.

And there are many fascinating and creative things a person can explore with larger cubes that are not accessible to me yet because I haven’t built a flexible understanding of how the cubes work. I don’t really know how to solve a cube, I know how to unscramble one-most of the time.

a few months I would inevitably have to look up an algorithm or two in order to unscramble.
I experienced something as a learner that we talk about in math ed all the time: it’s incredibly difficult to reverse engineer conceptual understanding when you’re entirely reliant on memorized procedures.

new algorithms for each. But I had no flexibility. I learned algorithms to rotate certain pieces clockwise, but couldn’t break them apart to learn how to complete the counterclockwise moves without losing the flow of the steps. And I couldn’t always remember the steps-if I didn’t pick a cube up for