tag:blogger.com,1999:blog-31449718.post115472790393024435..comments2017-01-21T19:46:37.833-08:00Comments on EduInsights: Save the DataDr. P.http://www.blogger.com/profile/13453266968836513453noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-31449718.post-78223203649266884762010-09-29T06:36:48.305-07:002010-09-29T06:36:48.305-07:00it's good to see this information in your post...it's good to see this information in your post, i was looking the same but there was not any proper resource, thanx now i have the link which i was looking for my research.<br /> <a href="http://www.mastersdissertation.co.uk/coursework_help.htm" rel="nofollow">Coursework Help</a>UK Coursework Helphttp://www.mastersdissertation.co.uk/coursework_help.htmnoreply@blogger.comtag:blogger.com,1999:blog-31449718.post-44172108965421775682008-11-18T02:37:00.000-08:002008-11-18T02:37:00.000-08:00HI,There is a debate about how much mathematics is...HI,<BR/><BR/>There is a debate about how much mathematics is sufficient to a high school teacher. Some people argue that the advance matheamtics course taken in college has nothing to do with teaching high school matheamtics. Some argue that advance level mathemathics is very helpful in may ways, in instruction, in checking assignments ( quickly), in testing etc. I wonder does any one in this group has some examples that the mathematics that you have done in your college actually is helping you to enhance your teaching in any way? I would appreaciate your posting.<BR/><BR/>punamdhital@yahoo.comKrishnahttp://www.blogger.com/profile/06951656055841518452noreply@blogger.comtag:blogger.com,1999:blog-31449718.post-1156223366432206962006-08-21T22:09:00.000-07:002006-08-21T22:09:00.000-07:00It almost seems that you are taking the lack of ev...It almost seems that you are taking the lack of evidence to be evidence in and of itself. We don't think that taking an extra grad course in math makes someone a worse teacher, right? I do believe that my college coursework has strengthened my teaching in both direct and indirect ways.<BR/><BR/>I also looked at your writing about Praxis cut scores. You hint at the force driving this stuff, but I didn't see it mentioned explicitly: there are not enough math teachers and potential math teachers out there with good math backgrounds.<BR/><BR/>I offer these comments in context: you are hitting important issues related to teaching math. I am linking to this blog.<BR/><BR/><A HREF="http://jd2718.wordpress.com" REL="nofollow">jd2718</A>jonathanhttp://www.blogger.com/profile/14856959393797782721noreply@blogger.comtag:blogger.com,1999:blog-31449718.post-1156169223219563812006-08-21T07:07:00.000-07:002006-08-21T07:07:00.000-07:00Unclemath - you touch on an important point. It is...Unclemath - you touch on an important point. It is also important for teachers to know how to teach math concepts, especially to students who struggle with math. <BR/><BR/>On this topic Liping Ma's <A HREF="http://www.amazon.com/gp/redirect.html?link_code=ur2&tag=eduinsights-20&camp=1789&creative=9325&location=%2Fgp%2Fproduct%2F0805829091%2Fsr%3D1-1%2Fqid%3D1156168569%2Fref%3Dsr_1_1%3Fie%3DUTF8%26s%3Dbooks" REL="nofollow">book</A>"Knowing and Teaching Elementary Mathematics" might be of helpDr. P.http://www.blogger.com/profile/13453266968836513453noreply@blogger.comtag:blogger.com,1999:blog-31449718.post-1156025880174188652006-08-19T15:18:00.000-07:002006-08-19T15:18:00.000-07:00I'm a math teacher at an alternative high school, ...I'm a math teacher at an alternative high school, so I deal with a lot of students with relatively poor math skills. In college I was required to take number theory and linear algebra (even though only a math minor). I will never use the knowledge I learned in either of those classes in my classroom. But I could really have used a clear explanation of why fractions act the way they do. I have no problem doing all the math I have to teach, but in some ways that is the problem. The arithmatic basics came to me so naturally I never had to think about them. But nobody, in either math or ed courses, looked at the question of how to explain why when you multiply two negatives the result is postive, or why when you need a common denominator when adding fractions but not when multiplying them. I'm one of that strange minority that found linear algebra fun, but better instruction in how to explain basic number sense would have been far more valuable. Understanding something for yourself is one thing, being able to explain it clearly is an entirely different animal.UncleMathhttp://www.blogger.com/profile/05303566954763329870noreply@blogger.comtag:blogger.com,1999:blog-31449718.post-1155277289605759362006-08-10T23:21:00.000-07:002006-08-10T23:21:00.000-07:00Hi Dr. P.,This is quite an interesting post. In Au...Hi Dr. P.,<BR/>This is quite an interesting post. In Australia, we have only recently had such a process instituted by the AAMT (equivalent of the NCTM). Becoming a Highly Accomplished Mathematics Teacher carries no rewards, financial or otherwise. It is available to experienced teachers who can submit a portfolio showing their capabilities as educators as well as mathematicians.<BR/>The idea that research is lacking on what constitutes high qualification (or accomplishment as the AAMT puts it) is quite intriguing. One would have thought that such questions would be paramount in the minds of researchers and of funding bodies.<BR/><BR/>Elias.eliashttp://www.blogger.com/profile/03004508814421590201noreply@blogger.comtag:blogger.com,1999:blog-31449718.post-1155163472704361262006-08-09T15:44:00.000-07:002006-08-09T15:44:00.000-07:00I agree Darren; I’m linking to this also.One comme...I agree Darren; I’m linking to this also.<BR/><BR/>One comment I will leave is a couple of years ago we hired a young teacher that did not get the highest grades in her undergraduate course work. We knew however that she was motivated to become a math teacher. We gave her a chance teaching 9th and 10th grade courses and she just couldn’t do it. Granted the classroom management got in her way but I think the most troubling fault was lack of daily preparation. She would admit she couldn’t do the work she assigned and the students where merciless (rightly so). I worked with her as a mentor constantly but she would not do her HW. Because she couldn’t? Getting B’s and C’ and an occasional D in college level mathematics limited her background knowledge so she wasn’t flexible enough when kids where thinking about the math differently (but correctly). <BR/><BR/>Is it all about Jamie Escalante’s “Ganas”? I think she could have done it with more desire. I know my first year teaching I reached a point that I had to decide whether I was going to do what was needed to stay in the classroom. Returning to lumberyard work (or worse flipping burgers) just wasn’t an option.<BR/><BR/>I’ve always said we learn a lot of math teaching it.Euclidhttp://www.blogger.com/profile/01435921091270919701noreply@blogger.comtag:blogger.com,1999:blog-31449718.post-1155141480403323162006-08-09T09:38:00.000-07:002006-08-09T09:38:00.000-07:00As a math teacher myself, and one with a blog to b...As a math teacher myself, and one with a blog to boot, I'm definitely linking to this post.Darrenhttp://www.blogger.com/profile/01094980374049201152noreply@blogger.com