One of the most detrimental thoughts a person can have is that the way they are now is the way they’ll always be. Thinking of your brain as a static, fully-evolved, weirdly shaped, and probably kinda mushy pink thing is crippling your growth. Instead, think of it as an ever-evolving, malleable, weirdly shaped, and probably kinda mushy pink thing.
Winter holidays are coming! There are so many creative ways to incorporate the holidays into your classroom - holiday themed puzzles, games, problem solving, and collaboration are great ways to keep your students engaged and remind them about the fun in math. These types of hands-on activities are some of our favorite ways to make math a meaningful and enriching experience.
Place value (the value indicated by where a digit is in a multi-digit number, e.g.: units, tens, hundreds) is one of the keystone concepts in children’s math education. An understanding of place value is necessary for carrying out operations like addition and subtraction with numbers that exceed a single digit. For decades, educators have based their math curricula on the idea that place value is too difficult for most preschoolers to understand.
Can digital tools in the classroom increase intrinsic motivation in students, or do they simply serve as an extrinsic motivator to learn about the “boring subjects?” Does the gamification movement and the overabundance of new learning tools actually pose a threat to students’ natural interest in learning?
Kendra Cherry does a great job laying out the debate between intrinsic and extrinsic motivation -- that is, being motivated by internal or external factors -- in her article, “Differences Between Extrinsic and Intrinsic Motivation.”
Have you noticed the new “A” that’s been sneaking into conversations about STEM education? In the eyes of many educators, STEM is old news. STEAM is in.
What is STEAM? Why the change? And what does this mean in actual classrooms? To answer these questions, let’s first take a quick step back to look at why STEM education became so prevalent in the first place.
Researchers at the University of Illinois have made a discovery that may seriously shape how educators approach early math. In a study published in Cognition, psychology professor Daniel Hyde tested a group of first graders’ basic intuitions about numbers.
The results of his study indicated kids who were routinely exposed to groups of items of different quantities and asked to use approximation to predict which group was bigger or smaller performed significantly better on a math test administered shortly afterwards than children who did not participate in an approximation exercise.
Dinosaurs! Look out! They’re blocking your path. There’s only one thing to do - pull back on your slingshot and aim carefully…
Does this sound like any math class you’ve been part of? Does this even sound like math?
You load the slingshot with a piece of fruit and look closely at the dinosaurs. You know each dinosaur only likes fruit with certain attributes. If you can feed them the fruit they like, maybe you can get past them.