Show and tell activity (aka lecture method) may work for some but never in a mathematics class. Getting students to explain and ask questions are nice but only when the explanation and the questions are mathematical. Reasoning and justifying are good habits of mind but they are only productive if they are based on mathematical principles. Explaining, asking questions, and substantiating one’s conjecture or generalization make a productive class discussion but they are only productive for learning mathematics if the mathematics is kept in focus. Orchestrating a productive class discussion is by far the most challenging work of mathematics teaching. Stein, Engle, Smith, and Hughes* (https://doi.org/10.1080/10986060802229675) proposed five practices for moving beyond show and tell in teaching mathematics. I have always practiced them in my own teaching whether with students or with teachers and I find them effective especially when the lesson involve cognitively demanding tasks and with multiple solutions. Continue reading “How to orchestrate a mathematically productive class discussion”
Navigating AI Use in Schools: DepEd’s New Policy Explained
The DepEd policy permits the use of AI in schools under human supervision, emphasizing its role as a supportive tool for teachers, not a replacement. It mandates responsible usage, protects privacy, and prioritizes academic integrity. Teachers must ensure AI aids learning without undermining educational values, maintaining essential oversight in assessments and instruction.
5 Tips to Help Students Understand Math
In this article, I am going to highlight five tips that come in handy for students to understand math and grasp basic concepts.
Different conceptions of algebra
The kind of task we ask our learners to engage in algebra communicates particular notions of algebra and with it particular use of variable. There are at least four conceptions of algebra embedded in the curriculum. These are reflected in the tasks in textbooks and in our lessons. Zalman Usiskin proposed the following conceptions of algebra in school mathematics. These are present in the curriculum in varying degrees. Continue reading “Different conceptions of algebra”
What is a variable (in mathematics)?
A variable is often talked about in mathematics class as a symbol that stands for numbers. As Prof Zalman Usiskin reminds us, a variable need not only stand for numbers. In Geometry it could stand for a point in Logic, a proposition, in Analysis, a function, in Linear Algebra, a matrix or a vector and even an operation in Higher mathematics. Continue reading “What is a variable (in mathematics)?”