Monthly Archives: March 2023

Informal and Formal Settings: Mobilizing Knowledge with IT Tools

Posted on March 26, 2023 by bhalland

Carraher et al.’s (1985) study, “Mathematics in the Streets and in Schools” examined the mathematical abilities of children street vendors with little formal education. They found that the children understood important mathematical concepts and could effectively and accurately use these … Continue reading →

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A Synthesis of Foundational TELEs

Posted on March 17, 2023 by bhalland

TELE Blossoms in Fertile Foundations Examining the four foundational TELEs presented in Module B reveals a lot of similarities. They all reflect a constructivist learning paradigm and employ teaching and learning strategies that encourage learners to indicate their current understandings, … Continue reading →

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T-GEM Model & Chemland

Posted on March 12, 2023 by bhalland

Using Desmos for “Playing Catch-Up” – a T-GEM Lesson for Math 10C (AB) Big Idea: Representing and analyzing situations allows us to notice and wonder about relationships Curricular Competencies: Students are expected to be able to do the following: ·        Reasoning … Continue reading →

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Learning for Understanding (LfU) & My World, ARCGIS

Posted on March 3, 2023 by bhalland

In what ways would you teach an LfU-based activity to explore a concept in math or science? Draw on LfU and My World scholarship to support your pedagogical directions. Given its social and cognitive affordances, extend the discussion by describing … Continue reading →

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