by natbanting 
COVID has created a global (and now chronic) pressure on all teachers in all classrooms, and the shifting, local realities have made teacher collaboration a precious commodity. It’s hard enough to find time to confer with colleagues under the best of situations, and now our major professional muster points are not currently viable–adding further value …
by natbanting
Let it be known that I am not a huge fan of math board games. That being established, I have tried on multiple occasions to create one that I like because the undeniable engagement factor is there. One of two things always seems to happen to my attempts: The game does nothing to change how …
by natbanting
Sometime after pyjama time and before bedtime, a math conversation broke out. My wife and I were visiting some good friends, when the topic of a recently purchased board game came up. It was bought at a teaching specialty store and designed to teach addition and subtraction of twos. After examination, I didn’t like the …
Continue reading “What High School is (Often) Missing: A Conversation with a Kindergartener”
by natbanting
I was given a section of enriched grade nine students this semester. I decided very early on that the proper way to enrich a group of gifted students is not through speed and fractions. They came to me almost done the entire course in half the allotted time. This essentially alleviated all issues of time pressure. …
by natbanting
Dice are familiar tools in most mathematics classrooms. Their use in primary school games allows students to build preliminary notions of number and autonomy. (see Kamii) As the grades progress, dice sums become too simple and the tool is pushed into the realm of probability and chance. There, alongside decks of cards and coloured spinners, …
by natbanting
I was alerted to this video by a pre-service teacher that helps in my room every week. Before this post makes any sense, you should watch the video below. Try to watch the whole thing–I found that task very difficult.