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Most recent forum messagesenWed, 15 Feb 2012 16:10:04 GMTJive Engage 5.0.5.0 (http://jivesoftware.com/products/)2012-02-15T16:10:04ZenMath resources in Spanish
http://www.thinkfinity.org/message/37518?tstart=0#37518
<!-- [DocumentBodyStart:9d27052f-c94f-4c9d-8684-d7d7ecd6a963] --><div class="jive-rendered-content"><p>I am looking to find math resources in Spanish that could be used for skill-building for students with interrupted formal education.</p></div><!-- [DocumentBodyEnd:9d27052f-c94f-4c9d-8684-d7d7ecd6a963] -->Wed, 15 Feb 2012 16:10:04 GMTnoreplies@thinkfinity.orghttp://www.thinkfinity.org/message/37518?tstart=0#375182012-02-15T16:10:04Z2 years, 2 months ago20Re: Math homework
http://www.thinkfinity.org/message/31813?tstart=0#31813
<!-- [DocumentBodyStart:870e7b9e-f320-4502-afa4-c0d52f18e31f] --><div class="jive-rendered-content"><p>Students need to do math homework in order to practice. I teach high school Algebra 2 and I assign homework most every night. It is usually only a few problems to re-inforce what we learned in class. I do not grade it for correctness, I look to see that it is completed. I agree that it is impossible to correct all the homework every night but there does need to be a way to check for understanding. I sometimes ask students to copy one or two problems onto another piece of paper to turn in and I consider it as a formative assessment to provide feedback to students. I often ask students to do an assignment over to correct it. </p><p style="min-height: 8pt; height: 8pt; padding: 0px;"> </p><p>I use an interactive whiteboard everyday and it makes it much easier to display the answers to selected homework problems. I let students work together to do class work and to go over homework but I do not let students correct each other's papers because of the privacy issues. </p></div><!-- [DocumentBodyEnd:870e7b9e-f320-4502-afa4-c0d52f18e31f] -->Wed, 28 Dec 2011 01:04:13 GMTnoreplies@thinkfinity.orghttp://www.thinkfinity.org/message/31813?tstart=0#318132011-12-28T01:04:13Z2 years, 3 months ago0Re: Offering two paths for math education starting in 9th grade.
http://www.thinkfinity.org/message/31812?tstart=0#31812
<!-- [DocumentBodyStart:2f8ec326-9ca5-48eb-a73d-0ea4a920420d] --><div class="jive-rendered-content"><p>The new Common Core standards seem to be more flexible in that they have two suggested "model" pathways for high school math courses. The integrated pathway may be better for students who struggle vs. the traditional pathway. The problem with offering multiple pathways beginning in grade 9 is what happens if students want or need to make a change. Do all ninth graders really know what they will do after high school? Also, what about the standardized tests that are required for graduation? We won't know for a couple of years what the new standardized test for the Common Core will be like. In Massachusetts, we need to continue to prepare students for the current MCAS test required in grade 10. </p><p style="min-height: 8pt; height: 8pt; padding: 0px;"> </p><p>Sometimes students who struggle with traditional math courses are very good thinkers and problem solvers. And the reverse is often true; some students do well simply because they can follow a process but they cannot solve a problem on their own without the steps. We need to help all students develop higher order critical thinking skills. The dilemma is how to make math interesting and relevant for everyone so students will want to be engaged to learn math. </p></div><!-- [DocumentBodyEnd:2f8ec326-9ca5-48eb-a73d-0ea4a920420d] -->Tue, 27 Dec 2011 23:22:30 GMTnoreplies@thinkfinity.orghttp://www.thinkfinity.org/message/31812?tstart=0#318122011-12-27T23:22:30Z2 years, 3 months ago20