## 180 Ideas: #12 Do the Problems

It may seem obvious, but we really should do the problems we assign before we assign them to students. Continue reading 180 Ideas: #12 Do the Problems

Skip to content
# Tag: math

## 180 Ideas: #12 Do the Problems

## Points and Lines

## Rethinking Note-Taking

## Aligning the Purpose and Process of Notes

## The Purpose of Notes

## Notes: But Why Though?!?

## 180 Ideas: #11 Leave Something Behind

Thoughts on the teaching and learning of mathematics

It may seem obvious, but we really should do the problems we assign before we assign them to students. Continue reading 180 Ideas: #12 Do the Problems

Here’s a math problem I thought of when I was driving today involving points and lines. Continue reading Points and Lines

In this final post of my miniseries on notes, I look deeper into what a new way of note-taking might entail. I include three guiding principles for my process and the reasons for each of these principles. Continue reading Rethinking Note-Taking

Considering the purpose and process of note taking. Ideas for critical reflections on whether they purpose and process align (or not). Continue reading Aligning the Purpose and Process of Notes

Pondering why we take notes in math class. We need to consider why we ask students to take notes (or not) before we can think of effective ways to create records of what we learn. Continue reading The Purpose of Notes

Introducing a new mini-series on notes and the mathematics classroom. In this series I’ll do a deep dive into answering, but why though?!? in reference to note taking. Continue reading Notes: But Why Though?!?

Where have all the mathematical representations gone? In this post, I write about some questions and thoughts regarding student and teacher records of practice. Continue reading 180 Ideas: #11 Leave Something Behind