In the history of machine computing there are only two computer languages named after people. Those two are Blaise Pascal (1623–1662) and Ada Lovelace (1815–1852). Both inventors predate the era of electronic computing and are often overlooked due to the emphasis placed on 20th–century inventors. Pascal’s machine was a very simple device that could add by turning dials one way and subtract by turning […]
READ MOREFocus on Fractions: Linking Fractions and Decimals (Using the Number Line)
This is part of a series on fractions: Part 1: History of Fractions and Fraction Concepts Part 2: Fractions Facts Part 3: Fraction models and visuals Part 4: this post – decimal fractions and the number line Decimal fractions used in history and the use of the number line in teaching fractions. In this post, […]
READ MOREForgetting: the Challenge of Teaching Mathematics
Mathematics is a discipline of interconnected knowledge that is built on prior learning. Students are being asked to recall concepts, skills and procedures in order to successfully learn new material. Learning new content is next to impossible if pre-requisites have been forgotten. This makes the study of forgetting crucial. The initial, and still relevant, scientific studies […]
READ MOREComputational Thinking: Decomposing Situations
The aim of computational thinking (CT) is to help students write “good” code for an algorithm that can be used to complete a routine sequence of steps. The discussion here will focus on decomposing situations, one of the components of CT that were identified in my previous post. The term algorithm is usually familiar to […]
READ MOREComputational Thinking: What, Why, When
Computational thinking is a term that has received a tremendous amount of interest in the last few years. At the moment, the emphasis on computational thinking in schools is somewhat sporadic. Competitions, conferences, professional learning activities, funding, and research are much more evident in Asia and Europe than other parts of the world. At a […]
READ MOREFocus on Fractions: A Visual Model to Teach Multiplication and Division of Fractions
Employing Computational Thinking when teaching multiplication and division of fractions. There are a few statements from elementary school mathematics that seem to be universally imprinted in the minds of adults. Two of these relate to multiplying and dividing fractions. For multiplication, adults usually recall the rule, “Multiply the top numbers and multiply the bottom numbers.” […]
READ MOREFocus on Fractions: The Necessary Prerequisite for Addition and Subtraction of Fractions
This is part of a series on fractions. Click here for the previous article in the series. It’s not always “apples to apples” for the addition and subtraction of fractions. There are only a few things this writer remembers from his early elementary school days. Mrs. Weeks, my first-grade teacher, often repeated the statement, “You […]
READ MOREFraction Models : Visual Images That Help Teach Fractions
This is part of a series on fractions: Part 1: History of Fractions and Fraction Concepts Part 2: Fractions Facts Part 3: This Post – Fraction models and visuals Part 4: Decimal Fractions and the Number Line Children benefit greatly from the use of concrete materials and visual images when learning fractions. Over the past […]
READ MOREFractions Facts: Key to a Child’s Future Success in Mathematics?
This is part of a series on fractions: Part 1: History of Fractions and Fraction Concepts Part 2: Fractions Facts – This Post Part 3: Fraction models and visuals Part 4: Decimal Fractions and the Number Line Research suggests fractions are essential for a student’s future success in mathematics. Since 2012, there have been a […]
READ MOREFocus on Fractions: How Do Children See and Use Fractions from the Ancient World?
This is part of a series on fractions: Part 1: This post – History of Fractions and Fraction Concepts Part 2: Fractions Facts Part 3: Fraction Models and Visuals Part 4: Decimal Fractions and the Number Line Some initial timely thoughts to use fractions. When fractions are mentioned in relation to the mathematics curriculum, most […]
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