by natbanting 
I want students to solve systems out of necessity. I want them to feel the interconnectedness of the two (or three) equations. In the past, I’ve asked small groups to build a functional 4×4 magic square. Soon they realize that changing a single number has multiple effects; this is the nature of the system. Unfortunately, …
by natbanting
Let it be known that Sadie Estrella is a Hawaiian treasure. She made her way north for SUM2015 in Saskatoon and I got the opportunity to learn from her about counting circles (as well as share an eventful dinner). It is probably good to understand her work on counting circles before reading a couple of ideas I had during …
by natbanting
This semester, I’ve been attempting to infuse my courses with more opportunities for students to collaborate while solving problems. This post is designed to examine the shift in student disposition throughout the process. I have noticed an increased conceptual understanding almost across the board and this is reflected in the differing solutions on summative assessments. …
by natbanting
There is a very strong emphasis on linear relations and functions in the junior maths in my province. In Grade 9, students begin by analyzing patterns and making sense of bivariate situations. The unit–which I love–concludes with writing rules to describe patterns and working with these equations to interpolate and extrapolate. Grade 10 students continue …
by natbanting
This semester I desperately wanted to improve how I taught linear relations to Grade 9 students. I had tried some interesting activities in the past, but lost patience and ended up drilling them with notation and algorithms. I wanted to find a way to show the students that equations were just explanations of patterns. I …
by natbanting
I have taught Grade 10 math more than any other class. I still have lessons that I created during internship that I use. Other sections of the curriculum I have perfected over the years. Today, I added another lesson to the list of those that I will do for a long time. This is my …
by natbanting
Many teachers tell me that it is their creativity that limits their ability to be adaptive in the classroom. Somehow the “reform” movement (or should I say re-movement) has pigeon-holed itself into a connotation where high-energy teachers give vague tasks to groups of interested students. Out of all this, curricular outcomes explode in no particular …
by natbanting
The grocery store is a brain workout for the mathematically inclined. Not only do the varying metric and imperial conversions tease out the micro-savings of bulk, but neon yellow discount signs encourage percentages and good ole’ multiplication tables. Often you find adults transfixed in a complex division trying to figure out which ham will be …
by natbanting
Maybe you have seen the Burger King Stacker commercial where “Meat Scientists” work on an interesting problem. Needless to say, it piqued my curiosity the second I saw it; it was not long until I was trying to suck every ounce of mathematical value from the video. I am sure that I did not accomplish …