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It took over 7 years to design this course #mathminds. I don't usually endorse but this one is worth breaking my rules: research-informed (based on world-class published research, including theirs, & trialling) mathematically and cognitively accurate … https://t.co/43uJJWbWNv
— Anne Watson (@annemathswatson) May 22, 2020
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Martina Metz replied to the topic Unit 1.3d: Making Critical Discernments in the forum Course Discussions
Hi Danielle, Great questions. It’s possible to see steps in a procedure as discernments; however, those kinds of steps tend to be limited to a series of things to DO as opposed to things to MAKE SENSE OF. Sometimes, understanding a single step in a procedure (e.g., “bring down the 5”) involves many discernments. Being aware of items in a series of…Read More
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Martina Metz replied to the topic Unit 2; Session 2.3,C: From Personal to Collective Understanding in the forum Course Feedback
I can see how they seem a bit odd here; as used in the context of the much larger set introduced in Session 2.4, we found that the double lines helped kids attend to place value. Teachers are of course free to adapt, but if they explain the double lines, they might find them useful.
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Martina Metz replied to the topic Unit 2, Session 2.3,C: Matching the Cards: Transparency v Efficiency in the forum Course Feedback
Yes, there were arguments both ways on that one…but we removed to duplicate to avoid ambiguity.
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Martina Metz replied to the topic Comment on Unit 2, Session 2.2, E: Story in the forum Course Feedback
Yes, it may be more accurate to say that the narrator of the book could subitize. For kids, the important thing is that they either have an image to count on with or are able to represent the 4 new eggs on their fingers.
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