Students should learn from their mistakes, not erase their mistakes.
Recently in Math Category
February 17, 2014
January 22, 2014
Requiring students to always show their work reinforces doing math more so than knowing math.
August 04, 2013
A reminder from Oz about the need to maintain high standards for students.
December 24, 2012
A simple suggestion to help students who have difficulties with decimals.
July 15, 2012
Procedural fluency or conceptual understanding--math educators have debated for years which is more important. I sided with conceptual understanding until my colleague Angela McIver helped me see the value of procedural fluency in terms of stamina. Like all of us, students have finite energy. The mo...
June 30, 2012
The fate of the Common Core State Standards (CCSS) for Mathematics will depend on how we teach more so than what we teach. It's great, for example, that teachers will now have time to explore topics in greater depth. But unless they're prepared to go deeper with those topics, the extra time will be ...
March 31, 2012
Just hearing the F word can cause kids (adults too) to freak out. And if you think about it, there are lots of reasons students feel flummoxed by fractions. For one thing, there's the misleading vocabulary, as when we reduce a fraction to lowest terms even though it doesn't involve a reduction in va...
March 05, 2012
My first teaching experience was as a substitute teacher in Chicago assigned to an 11th grade Algebra 2 class for ELL Polish students. I began by giving students an assignment their teacher had left for them. But no one attempted it, so I asked a boy who understood English if he and his classmates n...
November 08, 2011
"Man, I didn't do nothing," students often said to me when I spoke with them about their behavior. "My point exactly," I replied. "If you didn't do nothing, you must have done something." It was after one of those exchanges when it occurred to me that the English language might provide a better way...
September 14, 2011
I observed an Algebra class recently where students were trying to multiply two polynomials, (x + 5) and (3x2 - 5x - 4). And as I roamed the room, I noticed several students who were stuck because they couldn't "FOIL it." Others, meanwhile, did FOIL it and came up with an incorrect product, 3x3 + 15...