As my retirement starts to kick in, I no longer attend conferences — except for one: the annual meeting of the California Math Council (Northern Section.) Once again, I had a great day at Asilomar, a beautiful spot near Monterey, right on the Pacific Ocean. Here is my annual report. Conic Sections Figuring out an approach to… Continue reading Asilomar Report: Conic Sections

# Tag: MySite

## Asilomar Notes: Story Tables

In my last post, I shared notes from the California Math Council meeting last weekend. I focused on a couple of talks about the use of technology (Asilomar Notes: Tech). Today I write about a different sort of tool, the story table. Shira Helft and Taryn Pritchard’s Asilomar workshop introduced us to this powerful representation of algebraic expressions,… Continue reading Asilomar Notes: Story Tables

## Sequencing

In my last post, I argued that, as teachers and math education leaders in a school or district, we need to free ourselves from the sequencing preordained by the textbook, and instead pay attention to what actually works with our students. In this post, I will present some general guidelines for sequencing topics, and some… Continue reading Sequencing

## Geometric Puzzles at Asilomar

I'll be presenting a session on Geometric Puzzles at the Asilomar meeting of the California Math Council. (Saturday, Dec 2, Sanderling, 1:30pm The printed program says I'm in the middle school, but that is not correct. The app has the location right.). I will include material that I believe is relevant to teachers from kindergarten… Continue reading Geometric Puzzles at Asilomar

## Puzzles for the Classroom

In my last post, I shared some generalities about puzzle creation. Today, I will zero in on the specifics of creating puzzles for the mathematics classroom. I will do this by way of analyzing some examples. Multiple PathsA characteristic of all classrooms is that they are constituted of students whose backgrounds and talents vary widely. … Continue reading Puzzles for the Classroom

## Transformational Proof

Prior to the publication of the Common Core State Standards for Math (CCSSM), transformational geometry was rarely seen in geometry courses. It certainly was missing from the one I taught. Still, I have always been interested in this topic, and it provided the backbone of my "Geometry 2" class, a post-Algebra 2 elective which I… Continue reading Transformational Proof

## More on Geometric Construction

(To search from previous posts on this topic, use the Search box on the right.) I suspect that by far the most common introduction to geometric construction in US classrooms is a presentation by the teacher (or textbook) on various compass and straightedge construction techniques. "This is how you construct a perpendicular bisector. This is… Continue reading More on Geometric Construction

## Errata

According to Merriam-Webster, the word errata means "errors" in Latin, but it is used in English to mean corrigenda which in Latin means "corrections". So there you have it: errors can be corrected — student errors, teacher errors, and (ahem) curriculum developer errors.My books, great as they are, do contain errors. Some are small errors… Continue reading Errata

## Polyarcs

My early forays as a curriculum developer date back to my days as a K-5 math specialist in the 1970's. A key insight of my young self was that activities intended for students were that much more worthwhile if they were also interesting to me. I learned to view with suspicion activities that were boring… Continue reading Polyarcs

## Geoboard Problems for Teachers

At the San Francisco Math Teachers' Circle yesterday (March 4, 2017), we explored four "teacher-level" geoboard problems (All can be adapted for classroom use.) Here is a brief report, including some spoilers, I'm afraid. Pick's Formula It turns out that the area of a geoboard polygon can be figured out by counting the lattice points… Continue reading Geoboard Problems for Teachers