by natbanting 
If you are like me, your workload hasn’t exactly petered out during these recent weeks of quarantine. Within this new normal, I have found it incredibly beneficial to play. That play is freeform; you could categorize it as aimless, but it is far from mindless. The need to step away from the computer for a …
by natbanting
[Updated April 9th, 2020] First off, I hope you are well. This post represents a portion of my attempt to remain “well enough” in the midst of tremendous uncertainty. Most of my time is spent talking about the teaching and learning of mathematics, something that seems to have ground to a necessary halt in recent …
by natbanting
Background: On June 15th, my Grade 9 class and I hosted our second annual math fair. What started out as a small idea has grown into a capstone event of their semester. This year, we had 330 elementary school students visit our building to take part in the fair’s activities. Several people (following the hashtag #TDCMathFair2016) commented …
by natbanting
I always introduce linear functions with the idea of a growing pattern. Students are asked to describe growth in patterns of coloured squares, predict the values of future stages, and design their own patterns that grow linearly. Fawn’s VisualPatterns is a perfect tool for this. While stumbling around Visual Patterns with my Grade 9s, we …
by natbanting
My class always welcomes conjectures. This is made explicit on the very first day of the semester. This goes for everything from grade nine to grade twelve. As the grades advance, the topics have us venturing into increasingly abstract concepts, but conjectures are always honoured. Certain class structures promote conjecturing more than others. Students offer …
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
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
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
There is two hour parking all around University of Saskatchewan. I once went to move my car (to avoid a ticket) and found that the parking attendant had marked–in chalk–the top of my tire. I wanted to erase the mark so began driving through as many puddles as possible. I then convinced myself to find …