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- Assessing the learning process
- In Math for multiple intelligences, page 3
- Assessment, like instruction, needs to be geared toward various learning styles, and teachers can create rubrics for ongoing assessment that keep a formal daily record of what students are learning.
- By Gretchen Buher and David Walbert.
- The clinical interview
- In Problem centered math, page 3
- Do your students have a strong number sense, or do they rely on memorized procedures, floundering when faced with unfamiliar problems? A clinical interview can help you to assess how your students think about mathematics. This example interview provides a model.
- By David Walbert.
- Grouping skills for mastery
- In Math for multiple intelligences, page 4
- Thematic planning helps relate mathematics to students' lives.
- By Gretchen Buher.
- Helping parents understand
- In Math for multiple intelligences, page 5
- The more ongoing, positive communication you have with parents, the more they'll be willing to work with you.
- By Gretchen Buher.
- Making small groups work
- In Math for multiple intelligences, page 2
- For students to work effectively in small groups, a teacher needs not only to set rules but to build a sense of community and teamwork within the basic structure the rules provide.
- By Gretchen Buher.As told to David Walbert.
- Math for multiple intelligences
- In Math for multiple intelligences, page 1
- How a middle-school math teacher realized she was boring and jump-started her career — and her students.
- By Gretchen Buher.
- Meaningful mathematics: using balances for problem solving
- Using balances to represent equations forces students to find their own meaning in mathematical problems.
- By Grayson Wheatley and George E. Abshire.
- Not your mother's math teacher
- North Carolina's 2001–2002 Teacher of the Year, Carmen Wilson, talks about real-world math and teachers' roles as professionals.
- By David Walbert.
