Ijeoma Duru’s visual guidance addresses the Transient Information Effect. It’s no secret that students in the U.S. are falling behind in mathematics. Students are not only performing worse on national assessments like NAEP, they’re also falling behind the rest of the world on international assessments like the Program for International Assessment (PISA) as well…
On February 10 and 11 we’ll be in Houston for something new and exciting–our first math-specific teaching workshop: Checking for Understanding in Math. We’ll discuss topics we’d cover in a typical CFU workshop–gathering data, perceiving and responding to errors–but look at them all through a math lens: What and how do we use and adapt…
A Math Crisis: In the offing long before it made headlines… A lot of what we do on our team boils down to wiring ourselves for learning: confronted with a teaching and learning problem, we try to assemble the right people and design the right processes to find solutions. One way we do this is…
Fascinating post from William Schmidt, Distinguished Professor at Michigan State University and co-director of the Education Policy Center. Schmidt compares the differences between the PISA and TIMMS assessments. In a nutshell, he notes the Major distinction in what the two tests purport to measure: the TIMSS is focused on formal mathematical knowledge, whereas the PISA emphasizes…
As soon as we cut this clip of math teacher Katie Bellucci this week, I knew readers would want to see it. It’s a pretty amazing demonstration of several of the techniques in the (NEW!) Check for Understanding chapters in TLAC 2.0… it’s also a clip I’m likely to add to the 2.0 version of the book……