Oh the Places You'll Go! Random Walk on Wall Street @profkeithdevlin @JohnAllenPaulos @timchartier @stevenstrogatz

RT @collinsnyc: Pleasant Wonderful Wednesday and summer surprise…@ChalkbeatNY story about my #PAEMST Award, mathematics teaching, and effor….

RT @mathillustrated: What do you do when you dream of exploring space, but the spaces in which you travel contain few clear routes to the s….

“how to ensure that students come to certain mathematical understandings, without directly telling them what the need to know or do” #iTeachMath.

RT @NewsHour: Among the programs targeted for cuts in the White House rescissions package is the Corporation for Public Broadcasting, the i….

RT @BrookeEdu: This is such a special paper to me! Excited to share it with you all! What a privilege to study the experiences of Black Gir….

They may be a irreversible, but maybe a list of them counts as a binomial expansion #math.

RT @JuddLegum: 1. We interrupt this programming for some LEGITIMATELY GOOD NEWS. Violent crime in Baltimore has PLUMMETED to historic lows….

RT @FrMatthewLC: There were zero soldiers named "Matthew Schneider" in the whole Civil War, either, yet I have about as stereotypical a whi….

RT @thedailybeast: The Trump admin has ordered 500 tons of emergency food aid—enough to feed 1.5 million malnourished children for a week—t….

RT @JayKloppenberg: @TPLTD @Beanie0597 What I find odd is that proponents of DI (which I like in many circumstances!) constantly bring up t….

RT @3dancingfeet: Good to see this out there. Directive for ET: not “a return to transmissive, teacher-centred learning”. BUT some dieha….

RT @mathillustrated: This is the way we taught #math in 1978. Fine then, fine now.

found in another book but nearly identical to

but also that this teacher structuring and scaffolding of students' task engagement will be faded as the students expertise develops.".

The principle of teaching within the students' zones of proximal development implies that students will need explanation, modeling, coaching, and other forms of assistance from their teachers,.

activities & assignments should be sufficiently varied/interesting to motivate student engagement, sufficiently new/challenging to constitute meaningful learning experiences rather than needless repetition, yet sufficiently easy to allow students to achieve high rates of success.

Instead, most practice should be embedded within application contexts that feature conceptual understanding of knowledge and self-regulated application of skills. Thus… most practice of mathematics skills is embedded within problem-solving applications.

Fill-in-the-blank worksheets, pages of mathematical computation problems, and related tasks that engage students in memorizing facts or practicing subskills in isolation from the rest of the curriculum should be minimized.

Frequently, discourse that begins in a question-and answer format evolves into an exchange of views in which students respond to one another as well as to the teacher and respond to statements as well as to questions.

thoughtful discourse features sustained examination of a small number of related topics, in which students are invited to develop explanations, make predictions, debate alternative approaches to problems, or otherwise consider the content's implications or applications.