by kylepearce3 | Dec 1, 2018 | Fuelling Sense Making, Making Math Moments That Matter, Redefining Mathematics Education, Visualizing Mathematics
In an extension from the Reeses Peanut Butter Cup Task, I had used the language “1 one-sixth cups of sugar” for the amount of sugar in each package of Peanut Butter Cups. While my intention was to explicitly use some of the research Cathy Bruce et al provide around...
by kylepearce3 | Nov 12, 2018 | Fuelling Sense Making, Ignite Your Next Move, Making Math Moments That Matter, Progressions
Over the past few years, I have been spending a lot of time thinking about proportional relationships. From unpacking the information in the Paying Attention to Proportional Reasoning document to meeting with a proportional reasoning symposium group through the...
by kylepearce3 | Oct 2, 2018 | Fuelling Sense Making, Technology, Visualizing Mathematics
MAKE ROOM FOR SPATIAL REASONING One afternoon, as I was visiting a friend of mine, his 2 year old daughter came out of her room with six stuffed dogs and set them all down in a row. She went back into her room and came out with a stack of bowls which she proceeded to...
by kylepearce3 | Jul 28, 2018 | Fuelling Sense Making, Making Math Moments That Matter, Redefining Mathematics Education
Share & Help Create More Math Moments Share On Facebook Share On Twitter Share On Pinterest Share On Linkedin Share Via Email Share On Whatsapp We’ve all heard it before; kids don’t know their math facts! While this may be true for some students, what is more...
by kylepearce3 | Feb 19, 2018 | Fuelling Sense Making, Making Math Moments That Matter
Importance of Context and Concrete Manipulatives From Kindergarten Through Grade 12 During the first half of my teaching career, I would spend what seemed to be the first half of a math lesson teaching a new math concept by sharing definitions, formulas, steps and...
by kylepearce3 | Feb 10, 2018 | Fuelling Sense Making, Making Math Moments That Matter, Visualizing Mathematics
Have you ever looked at a group of items and just knew how many there were without actually counting? This ability to “see” how many items are in a group without counting is called subitizing. The ability to subitize is an important part of developing a...
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