phil daro

[phil daro @pdaro]

@mburnsmath 11.96/1.04 = 11.50
I think they started with a normal price like 11.50 and added 4% to get 11.96.
11.50 + .04x 11.50 = 11.96.
They are assuming in correctly that a 4% discount will get back to 11:50?

[phil daro @pdaro]

@mathematize4all Rachel has so much right here. Never loses sight of the humanity of the students or the depth and integrity of mathematics. Assessment and remediation often degrade students down to numbers, then lump them into levels manufactured by commercial products. Go Rachel.

[phil daro @pdaro]

@TracyZager Of division show up.

[phil daro @pdaro]

@TracyZager I am not sure a taxonomy of types of contexts where division is used is valuable for students to study, although it very valuable for teachers. It seems an extra layer of abstraction that becomes an extra opportunity for anxiety. And it threatens confusion when other uses

[phil daro @pdaro]

@TracyZager That tells me to focus on what communicates how I am making sense rather than what’s the correct term. I usually find those terms unnecessary. Just speak directly about the correspondence between the structure of any given context and the structure of division.

[phil daro @pdaro]

@TracyZager Notice that all these language issues refer to the structure of the context, not the structure of division per se. it’s about what language to use to refer to how we make sense of a context corresponding to division. Sense making language rather than mathematical terminology .

[phil daro @pdaro]

@kristiemgibson @MarkChubb3 @Simon_Gregg @mburnsmath @fawnpnguyen @kennedy_tierney 1. Fraction is a number, everything you already know about numbers is true for fractions. 2. Length measure is good general concrete model for fractions as number; number line is just assigning numbers to lengths. 3. Mind what you are counting...your units: 1s or 10s or 1/10s.

[phil daro @pdaro]

@dhabecker @geogebra Great, except your 1 by1 unit square doesn’t look square. This is important because 1/4ths and 1/5s should make a little rectangle in the area model, not a square. 1/4 by 1/4 is a square but in your diagram it looks like a rectangle. Otherwise, a great idea. Area model is great

[phil daro @pdaro]

@JoyceCarolOates Let them bloom, then we will know

[phil daro @pdaro]

@mburnsmath i love the social aspect...a dog's expertise. the turn taking, the watching of julia's move. what's the dog's name? hints at the power of partner work in learning math.

[Mark Chubb @MarkChubb3]

If you shared one of these problems would you start by saying:
-what do you notice/wonder?
-what relationships do you see here?
-how could you visualize what’s happening here?

I’d love some feedback:
https://t.co/LmjuaER1h6
#mtbos #ITeachMath

[phil daro @pdaro]

FOLLOW@CPREresearch

[phil daro @pdaro]

@davidwees Sounds like what Japanese call “problem based learning”

[phil daro @pdaro]

Follow@ctfosnot

[phil daro @pdaro]

Rehearsing things that don’t make sense won’t raise test scores.

[phil daro @pdaro]

@CCSSIMath I am weary of reporters who turn every story into A vs B. This article pits cartoon against cartoon: a forced choice when both are needed.

[phil daro @pdaro]

@RiceJanice @MarkChubb3 @TeatherBoard @mathxprt @MrBinfield Also use this situation to contemplate: when the ratio =1, the difference =0.

[phil daro @pdaro]

@RiceJanice @MarkChubb3 @TeatherBoard @mathxprt @MrBinfield Show why % discount = 0.

[phil daro @pdaro]

@JSchwartz10a (30+20)(8+7)= all her partial products = 750

[phil daro @pdaro]

FOLLOW@tpsemath