Wilma T. Hashimoto is also a member of the AIMS Early Math Team and joins Chris in the studio. She talks of her journey to become a researcher of early learning, her many years of working on behalf of young children, and some of the active research she is involved in. For Wilma learning through play is a strong focus, which she finds supported in the research she is reading with her team. She relates a story about a game, “Frog Splash” wherein she describes learning events occurring even while the children involved are not expecting to be learning.
Elizabeth Gamino shares her story the Early Math Team’s focus on brain development and its influence learning in pre-school aged children. The effects of early math on later academic success became a focus, and driving force into further study. Ultimately this team has focused “Center-based Activities,” and some games that this team has created for children to explore and grow with. The Frog-Splash game, and other “non-linear” game boards and their role in these center-based activities are described. She goes into a few specific student stories that will interest anyone fascinated by the 4 year old mind.
Beverly Ford, updates us on the progress she and the other members of her team are observing in their work within a particular school setting. She tells a few stories related to how her students are demonstrating various stages of learning. Bev expands on some of the things her partner, David Pearce, discussed in last week’s podcast. This team was focusing on the stage in a child’s development that focuses upon the connection between subtractive and additive behaviors.
David Pearce, presently a member of our Coordinating Units team spent that last year working with the K-1 students. He relates to us a few instances where he saw the work of Steffe and others come to life, and how it is changing his perspective on children’s mathematics.
Aileen Rizo is a member of our Early Math Team and works primarily with children in the Pre-School ages of 3-4 years old. Their work and investigation into how children at this age is primarily focused upon how youngsters develop from being able to recite a number word sequence (one that may not, in fact, be accurate) to a place where they can use that sequence to count elements of some set. Aileen tells us of some of her experiences this past year with her team, and with some of the tasks they created to assist children to progress in these abilities.
Description: Dr. Steve Pauls talks with us about what are the factors that can alter perception. We discuss the role of context and how it can reveal or conceal information that your brain processes. With nearly 11 million bits of sensory data assailing your brain at any single moment, our brains have evolved impressive routines for filtering out the important bits. One strong filter we use is pattern. We have brains that rely upon repetitions of previously observed patterns to achieve stasis, then, when a pattern is broken do we have an opportunity for intrigue and learning.
It is recommended that listeners of this podcast also view Steve’s Colloquium on the same topic from May 8, 2017.
Furthermore you are encouraged to watch this TED talk by Beau Lotto on Optical Illusions.
One final thought. For those truly intrigued and ready to have you mind blown, listen to this podcast put together by the folks over at Radio Lab. Is blue a real color?
Grace Florez is a member of our “Units Construction” team that works primarily with children of Kindergarten age. They work to understand the research around how these children progress from the need to see and touch physical objects to count them; to being able to construct units out of tens. Grace tells us of a small group of students who she worked with all year and saw development take place over that time.
Today we have a brief podcast remembering a friend, colleague, and fellow mathematics educator. Diana Herrington demonstrated well how to passionately pursue helping others come to know and appreciate mathematics. She will be missed here in the Central Valley.
Eddie Campos Jr.(@edcamposjr), a staple on the Mathematics Twitter Blogospere (#MTBoS) joins us via Skype this week to discuss how he has transformed his classroom environment. Through the use of vertical and horizontal whiteboard surfaces, rich problems, and visual random grouping; Mr. Campos has completely changed his workplace. He talks with us about the effects these changes have made in student engagement, anxiety, and ultimately learning. He is an engaging and articulate advocate for these changes, and their power to alter student experience.
Today we look back at one of our first episodes in September 2016 where we chatted with Dr. Andy Norton. Original episode description follows.
Joining us today via Skype is Dr. Andy Norton of Virginia Tech University. He will be discussing an area of research he is focused upon known as Units Coordination. This is an idea that has been shown to be critical to students’ abilities to understand
the Part to Whole relationship in fractions, and more abstract ideas within algebra and analysis.
Working from a philosophical question about how mathematical thinking is fundamentally different from other forms of thought, Dr. Norton talks to us about how “units-coordination” or “coordinating units” forms a basis of how the nature of mathematical knowledge in general. Finding connections to cognitive psychology, working memory, and how it is students strive to understand. Giving students items or devices to store levels of units allows them to go to one level higher in their coordinating schemes. Middles School curriculum is often where students are required to develop a flexibility within their number scheme or create their own compensatory actions. Dr. Norton closes his chat with a reference to a written assessment of students’ level of units-coordination. “A Written Instrument for Assessing Students’ Units Coordination Structures.”