Richard, I think a lot of the problem with your failure to get any useful feedback is that you aren't providing the context in which you teach. It seems that you are teaching the "other" track of mathematics. Maybe it would help if you described this "other" track. And by "other" I mean the non honors track.
Note, it is only recently that the "honors" track was called "honors" track. Not too long ago it was just mathematics and the "other" track didn't even have a name (it still doesn't). Also, not long ago, there was another very real and applicable track called "vocational" and it included subjects like business and accounting math. Tragically, mathematics became "honors", the "other" track became what you teach and the vocational track disappeared.
In any event, can you describe this "other" track and what it means to you so that it might help teachers, like myself, put what you post in some sort of context.
On Aug 31, 2013, at 9:00 AM, Richard Strausz <Richard.Strausz@farmington.k12.mi.us> wrote:
> By coincidence, this week's 'Math Forum Internet News' had two items that relate directly to your question. Here is an excerpt with links: > > Videos of Doing and Teaching Math > > http://mathforum.org/blogs/max/ > videos-of-doing-and-teaching-math/ > > Max recently added to his growing annotated compilation of videos that "deepen inquiry into teaching math, and student inquiry into learning math." > > Math education highlight reels include: > > children inventing methods for doing double-digit arithmetic > a kid "thinking SO HARD about making change" > illustrations of the Common Core State Standards (CCSS) Mathematical Practices > podcasting combined with virtual manipulatives as a form of one-on-one assessment > Suzanne, the Forum's Director of Professional Development, problem-solving with middle-school students in Philadelphia > > Want to talk about videos that feature math teachers and students? Have a comment for our Professional Collaboration Facilitator? Post them on Max's blog. > > His first book is in press now. Published by Heinemann, Powerful Problem Solving: Activities for Sense-Making with the Mathematical Practices hits shelves next month. Check out some of the early reviews: > > http://mathforum.org/math_talk_landing_book.html > - ----------------- > Now taking place: math education conversation of the day > > "High school students are the shyest noticers and wonderers, and have a harder time suspending their disbelief than, say, third graders. Here are some tips for noticing and wondering with high school students...." > - Max, posted to his blog > http://mathforum.org/blogs/max/ > noticing-and-wondering-in-high-school/ > - ------------------------------ > Webinar on Common Core Math > > http://mathlanding.org/content/ > free-webinars-learn-effective-strategies- > nrich-your-math-classroom-technology > > Want to see where mobile learning meets the CCSS? and create authentic real-world activities that teach math? Register for the free online seminar "Mobilize Mathematics: Mobile Learning Meets the Common Core." > > Taking place Thursday, 12 September, this webinar continues a series run by the International Society for Technology in Education (ISTE) and the Mathlanding project of Maryland Public Television (MPT). > > For more expert-led webinars from ISTE, check out > > http://mathlanding.org/linkupandlearn/webinar > - -------------- > > Richard