Type:

Other

Description:

In this series of videos seven educators discuss various aspects of learning and doing mathematics and thinking mathematically, based on research and their experiences. Speakers include Alex Lawson on the importance of early mathematical models (26 min), Marian Small on teaching big mathematical ideas through open tasks (58 min), Lucy West on creativity in mathematics (34 min), Daniel Ansari on dyscalculia, mathematics anxiety, mindsets and gender outcomes (24 min), Cathy Bruce on professional learning, discourse, early years, and technology (47 min), Doug Clements on learning trajectories and play-based learning (28 min), and Dan Meyer on applied mathematics, activation, and inquiry classroom culture (18 min). The page contains links to biographical information and related monographs.

Subjects:

  • Mathematics > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Grade 2,Grade 3,Grade 1,Make use of structure,NSDL,Grade 4,Teaching strategies,Early Elementary,Kindergarten,Math anxiety,Representation,Teacher content knowledge,Arithmetic,Analyze and persevere,Concept formation,Process skills,Number and operations,Integrating technology,Upper Elementary,Algebra,Grade 5,Middle School,Model with mathematics,Professional development,Modeling,Use appropriate tools,Vocational/Professional Development Education,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-027,Geometry,Reason abstractly,Practice Standards,Educational research,Grade 6,Elementary School,Educational environment,Reason quantitatively,Algebraic thinking,Estimation,Communication,Mathematics,Connections,Engineering,Problem solving,Measurement,oai:nsdl.org:2200/20140728160610397T,Education,Construct arguments,Reasoning,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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