NCTM Conference in Boston 2015 Announcement

http://nctm.org/boston

I'll be speaking at the annual NCTM conference in Boston next April. Also as has been my custom for the last 10 years I'm planning to preview all the technology related sessions in Boston. (See last year's tech preview of the New Orleans NCTM conference.)

Here's a description of my session:

Title: Inside a Dynamic Math 2.0 Classroom
Description: The Internet, cloud computing and portable devices are making inroads into the classroom. What does a Web 2.0 based classroom involving dynamic math software that produces active learning look like? Examples of collaborative math 2.0 activities will be shared. (These activities are highlighted in my forthcoming - November, 2014 - book "The Wannado Curriculum: Scenes from a Dynamic Math 2.0 Classroom.")

If you are speaking at the NCTM conference next April on a technology theme, please let me know so I can highlight your talk in my preview listing.

NEW! NCTM's Journal Blogs

NCTM has joined the blogosphere with three entries: one corresponding to each journal. Here's how NCTM describes them.

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Each of NCTM’s three teacher journal blogs has been developed to expand on a theme or topic:

1. Math Tasks to Talk About in Teaching Children Mathematics

2. Blogarithm: Standards of Mathematical Practice in the Middle Grades in Mathematics Teaching in the Middle School, and

3. Joy and Inspiration in the Mathematics Classroom in Mathematics Teacher  

Blog posts are contributed by guest bloggers from within the mathematics education community, and all three invite comments from the field.  Access your journal blog above and join the conversation now.

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These blogs are independent of the actual articles in the Journals. The only way to comment about an article is to send an email to the editorial staff of the Journals (mtms@nctm.org.) I had a comment about an article in Mathematics Teaching in the Middle School (MTMS) entitled Tasks to Develop Language for Ratio Relationships. (You have to be a member of NCTM to read it.)

I have a problem with young children focusing on such language distinctions as “the blue ribbon is 5 times longer than the red ribbon” and “the blue ribbon is five times as long as the red ribbon”. The important thing is that students understand multiplicative reasoning using whatever language makes sense to them, rather than confuse with language that I as math educator have trouble making sense of.

Is there a public forum for comments about MTMS articles? If not, there should be.

Thanks in advance for a response.

-Ihor

Ihor Charischak

CLIME

White Plains, NY

http://climeconnections.blogspot.com

Waiting to hear back.