Measuring Teaching and Learning in Mathematics

This weekend at AMATYC I presented this Prezi presentation on How can we measure teaching and learning in math? My husband was kind enough to act as the videographer for the presentation, and so I can also share the video presentation with you today.

I think the video should add quite a bit of context to the presentation, so I hope you’ll take the time to watch it.  What I propose (at the end) is a research solution that would help all of the math instructors in the country (who want to) participate in one massive data collection and data mining project to determine what actually works to improve learning outcomes.

If you have any suggestions for where to go from here, I’d be happy to hear them.

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  1. John Elliott says:

    I think that the “video presentation” link is down. I have never commented before – but I love your site!

  2. Most forms of Socratic questioning are exercises in Dominance. Try a method, originally designed to improve reading comprehension to teach word problem solving, the ReQuest – Reciprocal Questioning – Procedure (Manzo, 1969). For a specific, customized to math version see: Content Area Literacy (5th edition), 2009, Manzo, et.al. Wiley publishers. The secret sauce in this empirically supported teaching method is composed of two major ingredients frequently cited but seldom employed: rotational questioning and students learning from the teacher and one another by what today would be called “cognitive apprenticeship” teaching, or mental modeling.
    I wouldn’t mind hearing back about your efforts, I may even be able to help convert your standard presentations into very comfortable math inquiry lessons.
    avmanzo@aol.com

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