Lane Walker

@teachthemx3 @FutureInclined In 20 yrs, my teaching has been with @CPMmath. My current district can't afford CPM but I use constructivist approaches whenever practical, which is often. Ss should be thinking mathematically as opposed to memorizing theorems and steps. But it takes pracice to teach that way

That’s why I said high school. I’ve used discovery learning with my personal children when they were young (pre-school elementary). But that was also 1:1 instruction. I’m sure there are other cases when this might work. But I don’t see it working in an on-level high school class of 28-30 students who have no idea what the factors of 12 are without a calculator.

Discovery-based instruction does not work at the high school level. A few weeks ago, I burned an entire class period trying to get my geometry students to discover the triangle inequality theorem (a + b > c). I only attempted this approach because our district-level content director (the person who dictates what we teach and when) was visiting and specifically wanted to see “discovery learning” in action. At the end of the lesson, she tells me, "I think that went well. The two students in the front really made the connection." 2/28 = less than 10% of the class got it. That is not success. Has anyone successfully implemented discovery-based learning at the high school level for core academics?

Test security is essential to ensure students who are assessing with integrity are not disadvantaged for good grades. AI is my go-to for generating multiple versions this summer. Yours? publicschoolreview.com/blog/cheating-…

Are any college math professors using quizzing  "gamification" defined as unlimited retakes on a quiz that is resourced by banked questions so the students get a different quiz each time.  Then their quiz score is the best of attempts?

Gotta GRAPH something Rational? Functions look pretty fractional See how they're CUT goin' around One side's a smile, the other's a frown.

@jppav_teacher I just surveyed my Ss and, again, they love their teams: achievethecore.org/peersandpedago…

Just started at a new school. Slowly learning that I'm hated, or low-key hated by many of the students because I use and enforce seating plans. This tells me that seating plans are not the norm of this school. Yay for me! #edutwitter #aussieED

I found this documentary exciting because I have known people in several different states we have lived in to have connections with this work over the years: twr.org/lifted

I found this documentary exciting because I have known people in several different states we have lived in to have connections with this work over the years: twa.org/lifted

@fawnpnguyen Do they later confuse this when they use the geometry of factoring quadratics (length x width of a rectangle) when it is simple for them to prove the consistency of AxC??

Growing up I learned how to check if a multiplication problem was computed correctly by using the large X method. Have you seen this? Is there a name? (Why does this work?)

@edtechmathteach I taught in a special needs school for a year and came to appreciate Zearn and Singapore math.

I am teaching Algebra 1A this year for the first time, and I am firmly starting to believe that no matter how many times you reteach it or how you reteach it, some kids will never truly understand fractions and decimals. #mtbos #iteachmath

@BobMarshallX @edtechmathteach Do they visualize 4/2 as a decimal?

@edtechmathteach It actually really helped me when it was explained that fractions don’t exist. They are simply division problems where the result is a decimal.

Why did the cow cross the road? He thought he was a decimal and wanted to moooove to the other side. Shameless plug for helping students to understand place value. #iteachmath #MTBoS

@MrsSheehanMath Are all those skills mentioned in your state standards?

We're currently working through our relationships within triangles unit and it has me thinking... Is it really worth it to teach them how to find circumcenters, centroids, and orthocenters by hand when technology (like Polypad) does it so well?? #mtbos #iteachmath

@Michael63362785 @billdavidsoniii Don't feel bad. I had to start over with 3rd grade to understand Common Core math, using Singapore math...after 30 hrs of grad math. While I was learning, tho, I was wondering, "Why in the world didn't I understand this before?" It's the difference between memory & numeracy.

The primary complaint of teachers in my district was that the students weren't far from prepared for the grade being taught. I recall a 7th grade math teacher remarking. How can I teach a class in which some kids are illiterate, outright can't read. In the meantime, the board and the administration were seeking new innovative curricula that did not include rote memorization or phonics. The crazy algorithms they used for simple multiplication and division were confusing even to me, a math minor.

It's beyond frustrating trying to teach the long division algorithm to kids who don't know their times tables.

@billdavidsoniii Interesting. In HS, we teach long division with polynomials. Not knowing multiplication facts is not a huge hurdle, using partial products instead of the traditional "put and bring down" algorithm.

@TS_Secrets @starley8586 Do the trade schools assume applicants have basic high-school level math skills?

@starley8586 Love to hear this.

The college days are coming to an end soon. 🚀 Fun Fact: Our graduates are making serious bank! 💸 💡 HVAC: $32/hr = $66,560/year 🔌 Electrician: $29/hr = $60,320/year 🚽 Plumber: $27/hr = $56,160/year All from our 100% online courses that take just 100-120 hours to complete! 🤯 Most students finish in under 3 months. 🏎️ The ROI on these trades is 🔥 compared to college. Prove me wrong! 😜

Promoting AI for math teachers here: edweek.org/teaching-learn… What have you tried?

@ProductivePhys1 @ShakinthatChalk Have you looked into Zearn? I love the way it connects all operations to concrete ideas. Visualizing lends itself well to memorizing.

@ShakinthatChalk @LaneWalker2 Well done. But that is still not a reason why. You are just telling me I'm wrong. Fine I'll walk away and end the discussion. Thank you for answering

HoD maths How do you tackle staff teaching KFC for division of fractions?

@ProductivePhys1 @ShakinthatChalk Because those tricks enable students to avoid numeracy and quantitative reasoning.

@ShakinthatChalk @LaneWalker2 My students will respond "Add" and are able to remember. I've tried the same with "multiply by the reciprocal" but it doesn't work as well. Equally teachers at my current school use keep, kiss, flip" which works. Which brings me back to my orginal point, why shouldn't I use

@ProductivePhys1 @ShakinthatChalk I recommend Lipping Ma: Knowing and teaching elementary mathematics. It helped me understand what I missed growing up.

@ShakinthatChalk @LaneWalker2 KFC? Like I was told previously. And I not asking for an argument but because if there is a convincing reason why I shouldn't I want to know so I can improve my teaching. Or even better if there is a better way of getting them to remember please let me know but I need to