inv3math.bsky.social
The Investigations Center for Curriculum and Professional Development supports users of Investigations, the K-5 math curriculum developed at TERC. investigations.terc.edu
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complete or sound understanding of the newly learned content, we struggle to empathise with those who are not there yet. We focus on diagnosing what’s blocking them from the solution. But in doing so, we miss an opportunity to empathise with their current condition & their math thinking so far." /2
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Our Student Reflection Tool is designed to help K-5 Ts make reflection a regular part of their practice. It contains sample ?s focused on how Ss see themselves as math learners, their prior experiences w/ math, & their beliefs & thoughts about math & participation.
www.terc.edu/mathequityfo...
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I just read nivelsnorts. Is this a g1 version? :)
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A unit in Investigations 3, Grade 3! (Unit 4: Perimeter, Area, and Polygons (2-D Geometry and Measurement)
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#BigIdea
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😍
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I see 3 + 4 + 5 + 5 +3!
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Everywhere I go, I ask teachers, "What do you wish society understood about your job?" If you'd like to chime in, I would LOVE to hear your thoughts via this form, DM, or email: forms.gle/xh8YkyKYWVyv...
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I also think of our colleagues' game The Logical Journey of the Zoombinis, where the math is embedded in the characters & you win by getting more and more Zoombinis to the promised land (rather than by "beating" someone). (Research articles available on the TERC site.) www.terc.edu/terc_product...
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We often smile when we see kids "cheating" because knowing how to cheat at a particular game means they understand the mathematics of the game!
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We tried to design games that could be played competitively or cooperatively & often see students choosing one/other. But we do see kids wanting to play repeatedly, to get better at the game. (In the younger grades, the first time or few is often about learning the materials, the rules, etc)
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their commitment to fostering a supportive learning community as well as their respect for students’ contributions. In this way, Ts are able to better understand & respond to the impact of grouping practices on their Ss, which is a critical step in developing an equitable learning environment." /2
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🥰
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Take a look at our colleagues' Excursions, particularly the ones about Quilts and also the one about Buildings. www.terc.edu/mathequityfo...
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Yes! The reasoning behind will it be more or less than 30 is tricky and so connected to one's understanding of the operation of division. (It reminds me of how it's difficult in subtraction to figure out how to compensate for a change you made. Do I add it or subtract it?)