- Two Points of View - Tom O'Brien
"Children are not stones or recording devices. They are, first of all, sense-makers." In summarizing his work with practicing teachers on the four basic operations, the author responds to H. H. Wu's article, "What's Sophisticated about Elementary Mathematics?"
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- UCSB Department of Mathematics Center for Mathematical Inquiry - Regents of the University of California
Developing "inquiry-based learning approaches in the teaching of mathematics and a research base that examines teaching and learning through inquiry-based practices." See past workshops, course materials for University of California Santa Barbara (UCSB)
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- Unsilence Students' Voices - Suzanne Alejandre
Article discussing how to provide an opportunity for all students to contribute to math classroom discussions. Originally published in the September, 2012, issue of the CMC ComMuniCator, journal of the California Mathematics Council, this article intersperses
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- Vygotsky - Cristina Guerra
A brief description of Vygotsky's theories about thought, language, and intellectual development.
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- Vygotsky - Trish Nicholl
This paper includes sections entitled Higher and lower mental functions; Intramental vs intermental abilities; The zone of proximal development (ZPD); Psychological tools; and Semiotic potential and the decontextualisation of mediational means. With references.
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- Where to Start? - Cut the Knot!, Alexander Bogomolny
A discussion of math education: the intent of the NCTM Standards, reflections on the history of constructivism, classroom practices (with a link to Marilyn Burns' Math Solutions page), and a simple applet for solving linear equations. An interactive column
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