Category: problem solving
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UDL Math!
I am super excited to share a article I wrote proposing UDL Math. It is published in the September issue of Teaching and Learning Mathematics K-12. You can access it here for NCTM members and below for those who are not yet NCTM members. I have long wanted to develop…
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Research Breakdown: Teaching Math to SwD during Emergency Remote Teaching
Just uploaded a preprint (before peer review, so not final!) of a study I did this spring with Rachel Schuck, a doc student at UCSB in Special Education. I was working on a research study on UDL with some exceptional special educators. After schools were closed, some of the teachers…
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Intervention in Participation
On Saturday, 11/5/16 I did a presentation at PME-NA in Tucson about a research review I recently did on increasing the participation of students with LD in mathematical problem solving and discussion. The basic idea is this: why is intervention in mathematics always focused on content. Could we also design intervention in…
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Getting real about the challenges of differentiation
I thoroughly enjoyed reading this post by Anna Blinstein (@ablinstein) about a challenging class she is teaching. I love a post that begins with a real challenge, a problem that needs to be solved. She writes about a high school class that includes multiple grades, skill levels, and previous experiences with…
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Research Breakdown: “Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics
For over two years, I have had a word document on my computer entitled, “Myths in Teaching Mathematics for SwD.” I kept adding bits of writing, particularly when I encountered another myth. Imagine my excitement when Jo Boaler sent out a call for a special issue of Education Sciences on…
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Project based learning, science, maker spaces and dyslexia
This post below presents the story of a student with dyslexia who fell in love with science through an inquiry-based classroom. I love how the writer highlights how his teacher’s relationship was the core support for learning. When a teacher is attuned to students, anything is possible, and students (like…
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Numberless Word Problems
I have loved the work I have discovered on Twitter on Numberless Word Problems. Discussing word problems without including numbers is a great way to help students make sense of problems instead of making “number salad,” when they just toss the numbers around without any clear idea of how they…
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Constructivism is a theory of learning, not of labeling
I deeply believe that knowledge is constructed in relationship to what we already know. Understanding means constructing a web of connections, ideas, experiences, etc. So I am certainly a constructivist in mathematics, although I tend to see individual children as learning through not only their own experience, but through engagement…
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Concrete Representational Abstract (CRA) in mathematics
In response to a Twitter inquiry, I decided to write up some longstanding thoughts on the Concrete Representational Abstract (CRA) sequence that is popular particularly in designing instruction for learners with disabilities. First, what is CRA? Here, from a researcher who done several studies on CRA with students with disabilities…
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