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Discovery and Conjecture – To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration; to be in a state of confusion— not because it makes no sense to you, but because you gave it sense and you still don’t underst

To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration; to be in a state of confusion— not because it makes no sense to you, but because you gave it sense and you still don’t understand what your creation is up to; to have a breakthrough idea; to be frustrated as an artist; to be awed and overwhelmed by an almost painful beauty; to be alive, damn it. -- Paul Lockhart, The Mathematician's Lament

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Discovery and Conjecture – To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration; to be in a state of confusion— not because it makes no sense to you, but because you gave it sense and you still don’t underst | discoveryandconjecture.wordpress.com Reviews

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To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration; to be in a state of confusion— not because it makes no sense to you, but because you gave it sense and you still don’t understand what your creation is up to; to have a breakthrough idea; to be frustrated as an artist; to be awed and overwhelmed by an almost painful beauty; to be alive, damn it. -- Paul Lockhart, The Mathematician's Lament

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Discovery and Conjecture – To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration; to be in a state of confusion— not because it makes no sense to you, but because you gave it sense and you still don’t underst | discoveryandconjecture.wordpress.com Reviews

https://discoveryandconjecture.wordpress.com

To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration; to be in a state of confusion— not because it makes no sense to you, but because you gave it sense and you still don’t understand what your creation is up to; to have a breakthrough idea; to be frustrated as an artist; to be awed and overwhelmed by an almost painful beauty; to be alive, damn it. -- Paul Lockhart, The Mathematician's Lament

INTERNAL PAGES

discoveryandconjecture.wordpress.com

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Saying vs. Doing – Discovery and Conjecture

https://discoveryandconjecture.wordpress.com/2016/09/21/saying-vs-doing

Saying vs. Doing. September 21, 2016. Crossed-finger silent gesture that my sweet 7 year olds were throwing me last year as I fumbled my way through learning that I needed to get. to. the. point. Fast. With 2nd graders, it’s all about shock and awe. You have to jump right into it. I realize this is classroom management 101 anathema. Anyone who read. The First Days of School. By Wong and Wong (shudder) is thinking, Disaster! View all posts by discoveryandconjecture. First post: What We Notice. September 2...

2

Who writes this? – Discovery and Conjecture

https://discoveryandconjecture.wordpress.com/about

I’m Kim, a 2nd grade teacher at a public school in Brooklyn, New York. I’m especially interested in teaching math in ways that encourage sensemaking and joy, in creating equitable math communities, and in connecting research to practice. You can find me on Twitter at @kvanduzer or email me at kvanduzer@gmail.com. What is Discovery and Conjecture? What is Discovery and Conjecture? Blog at WordPress.com.

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discoveryandconjecture – Discovery and Conjecture

https://discoveryandconjecture.wordpress.com/author/discoveryandconjecture

Tape Diagrams, Big Feelings and other Predicaments of Teaching. Many, many 4th graders I taught repeatedly told me, Tape diagrams don’t help me. Teachers wonder how much value they should assign to a child’s ability to make a tape diagram that accurately represents the problem. If a kid can solve the problem but can’t make a tape diagram that matches, what does that mean? These are some of the questions my colleagues and I have tossed around during our conflicted relationship with the tape diagram. A big...

4

First post: What We Notice – Discovery and Conjecture

https://discoveryandconjecture.wordpress.com/2016/09/04/first-blog-post

First post: What We Notice. September 4, 2016. September 5, 2016. I’m done. What are we supposed to do now? He hit me. Is it almost time for lunch? And yet, I’ve noticed that when teachers get together and study student work, it can sometimes be hard for us to see what kids know and can do. We often see what they. Know Why is this? If they don’t know something, we can fix it! We can be the Givers of the Knowledge. How can we get better at noticing what kids know mathematically? They have conceptions....

5

What is Discovery and Conjecture? – Discovery and Conjecture

https://discoveryandconjecture.wordpress.com/home

What is Discovery and Conjecture? This is a blog about the complex work of teaching (math). What is Discovery and Conjecture? What is Discovery and Conjecture? Create a free website or blog at WordPress.com.

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Following Learning: May 2015

http://followinglearning.blogspot.com/2015_05_01_archive.html

Simon Gregg's thoughts on lessons. Thursday, 14 May 2015. A scale, from the Latin word scala. We've just finished a series of seven lessons on scaling. With the Year 4 classes (8 and 9 year olds). It's not been a very prominent part of any curriculum I've worked with, but for a long time it's seemed to me such a ubiquitous bit of maths, that I was keen that our children have a handle on it. The immediate prompt that made me finally plan the lessons was a comment by Paula Beardell Krieg. Here, what goes t...

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Following Learning: November 2014

http://followinglearning.blogspot.com/2014_11_01_archive.html

Simon Gregg's thoughts on lessons. Monday, 24 November 2014. The list goes on. Another item for the list. When I was a kid at school I got into programming in Basic. It was mathematical in ways that maths lessons weren't. For instance, the only time I ever asked a teacher how to do something that hadn't been taught was when I needed a bit of maths for a program I was writing. How do I stop this weather data looking so spiky? You need a moving average.". I used the Microworlds. Subscribe to: Posts (Atom).

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Following Learning: April 2015

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Simon Gregg's thoughts on lessons. Sunday, 12 April 2015. When I put this model of learning down this morning it was fine. I go away for five minutes, and when I come back someone had knocked it over:. Whoever it was - I don't want to know - just be more careful with my models. Perhaps I should explain myself. This model ( link to source. Luckily the makers of this diagram have actually built the instability of the model into the picture! What is maths good for? The story, of ". Have You Been to Delphi?

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Following Learning: August 2015

http://followinglearning.blogspot.com/2015_08_01_archive.html

Simon Gregg's thoughts on lessons. Sunday, 23 August 2015. Looking back, looking forwards. There's been loads of developments in my maths lessons over the past year. And a lot of that’s down to the #MTBoS. The Maths Twitter Blogosphere. I'm looking back, and also looking forward to a new Year 4. I’ve been drawing a lot from the 3-Act lesson. Particularly the first act, where there is a stimulus and then space for responding to it. There are the brilliant questions What Do You Notice? I’m always loo...

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Following Learning: December 2014

http://followinglearning.blogspot.com/2014_12_01_archive.html

Simon Gregg's thoughts on lessons. Sunday, 28 December 2014. Intuition and slow thinking. This post is going to be more questions than answers. Some things have been going through my head. There's Kassia's post, Is There Room For Math That Isn't Hard? Also, a conversation on Twitter. Posted that I liked:. Your insights and intuitions as a native speaker.". I had all the Year 4s and I showed them this question:. I asked them to write their thoughts on their whiteboards. All of them, all of them. It maybe ...

followinglearning.blogspot.com

Following Learning: August 2014

http://followinglearning.blogspot.com/2014_08_01_archive.html

Simon Gregg's thoughts on lessons. Saturday, 30 August 2014. La Rentrée, as the French call it, is fast approaching. I'd better get on with my list of good ways to get to the challenging stuff. These are of course obvious to many of us teachers, but then again, they are not at all as universal as they could and should be, so they're worth reiterating. I gave my three ways of making maths harder - without the useless drudgery:. Pick subjects that give power. Find the subjects where kids can be creative.

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Following Learning: July 2015

http://followinglearning.blogspot.com/2015_07_01_archive.html

Simon Gregg's thoughts on lessons. Saturday, 25 July 2015. Equality, equivalence, sameness. I've already blogged about equivalence. But there's a philosophical discussion children could have here. What does it mean when we say things are the same? Heraclitus famously said, "You can't step into the same river twice." The water, of course, has changed. This statement, I think, could be a great starting point, stimulus, for discussion. Peter Worley. In one of his wonderful videos wants us to say =. Whenever...

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Following Learning: Coordinates

http://followinglearning.blogspot.com/2015/07/coordinates.html

Simon Gregg's thoughts on lessons. Tuesday, 7 July 2015. Everyone teaches coordinates, and these are the three lessons I did with my class just before the end of term. First of all, battleships. This is usually played in the spaces between lines rather than on the intersections of lines, so I adapted it to be more like Descartes would have wanted:. I took the same grid and suparimposed it on an aerial photo of the school, so that we could do a coordinates treasure hunt game. The First NCTM Innov8 Confere...

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Following Learning: September 2014

http://followinglearning.blogspot.com/2014_09_01_archive.html

Simon Gregg's thoughts on lessons. Friday, 26 September 2014. As I said, the UK government wants "harder sums". It wants rigour. Picture phalanxes of Roman centurions - very comfortable with their Roman numbers - marching rigorously up very straight roads, their shields held close together. Nothing gets past them. My strategy for conquest is different. I've made a list of some of its components. Like Caesar's Gaul, so far it's got three parts:. I Pick subjects that give power. I have this idea that if we...

followinglearning.blogspot.com

Following Learning: Equality, equivalence, sameness

http://followinglearning.blogspot.com/2015/07/equality-equivalence-sameness.html

Simon Gregg's thoughts on lessons. Saturday, 25 July 2015. Equality, equivalence, sameness. I've already blogged about equivalence. But there's a philosophical discussion children could have here. What does it mean when we say things are the same? Heraclitus famously said, "You can't step into the same river twice." The water, of course, has changed. This statement, I think, could be a great starting point, stimulus, for discussion. Peter Worley. In one of his wonderful videos wants us to say =. Whenever...

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BIG DATA : SIMPLIFIED. MAKING DATA SCIENCE HAPPEN. Discovery Analytics a BIG Data consulting company.".

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Discovery and Action-Learning Process. Discovery Action-Learning Process graphic. Basic Planning Conference Questions. Practice Video - science. Practice video - math. Transformation - not a facelift! The Denver Public Library, although beautiful on the outside still holds onto the old definition of “library". After you establish this highly collaborative professional development approach, your building may look the same as it did last year on the outside, but the inside will be remarkably transformed!

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The domain discoveryandchangecoaching.com has expired. If you registered this domain name as a direct customer of Melbourne IT, please click here. To renew your domain name. If you registered this domain name via a reseller of Melbourne IT, please contact the reseller to renew this domain.

discoveryandconjecture.wordpress.com

Discovery and Conjecture – To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration; to be in a state of confusion— not because it makes no sense to you, but because you gave it sense and you still don’t underst

Tape Diagrams, Big Feelings and other Predicaments of Teaching. Many, many 4th graders I taught repeatedly told me, Tape diagrams don’t help me. Teachers wonder how much value they should assign to a child’s ability to make a tape diagram that accurately represents the problem. If a kid can solve the problem but can’t make a tape diagram that matches, what does that mean? These are some of the questions my colleagues and I have tossed around during our conflicted relationship with the tape diagram. A big...

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Discovery & Creativity

Discovery & Creativity. Child’s room mural. Drawing from a photograph. Thursday, May 21st. May 23, 2015. One perk of this tour was a tasting of the product afterwards. Again, the scenery in these small hamlets are nothing short of amazing. May 22, 2015. May 19th, 2015. May 19, 2015. Today was a dream come true. Our wonderful guide Melanie drove us to Arles for our private Van Gogh tour. As we entered the city you noticed the red fields of Poppies. In St Remy there was a hospital perfect for Vincent to re...

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ECDD PS 185 - New Homepage

Our School In The News. Beginning of Year Information. Things To Do in NYC. Info about School Lunch. Watch D.O.G.S. Don't Miss a Date - See Our Calendar. 8203;At A Glance. 8203; Core Curriculum:. Journeys, Fundation,. Being a Writer, Go Math. Engineering, Robotics, Engage Mathematics Curriculum, Cognitively Guided Instruction. Dance, Vocal Music, Piano, Orff Instruments (non-pitched), Theater Arts (Grade K), Visual Arts (Grade 1), Media Arts (Grade2). Who We Are. It is our vision that children who.

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Discovery and Exploration of Urban Context | AmL 15 Workshop

Discovery and Exploration of Urban Context. Discovery, Exploration and Understanding of Urban Context. Workshop, in conjunction with Aml 15. November 11, 2015 Athens, Greece. In this workshop we will explore how this media, or `urban context’, can be used to encourage more playful and exploratory engagement by users with their immediate built environment. Using the geo-social media about that environment as a way to encourage users to discover it. Contribution areas include (but are not limited to):.

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