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In a nearby universe, Desmos staff is filming a Smart PARCC adhttps://youtu.be/85iRQdjCzj0
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"fear quadratics" -
@SF_MTC speaker iterating a quadratic lots of times to try to get back where you started....pic.twitter.com/cEpkZXxy71
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If this is a version of Lesson 14 from Module 3, here's the lesson pdf: https://www.engageny.org/resource/grade-3-mathematics-module-3-topic-d-lesson-14/file/34986 … critique welcomepic.twitter.com/4x1x6PL9NR
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is that table only 2003-2014 ? here's DRS vs. Innings for 2003-2019, minimum 1000 innings. yeah jeets!pic.twitter.com/YZ1O8sHsTO
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I've been interested in using Flash Duel ( http://sirlingames.com/flashduel ) with students to play with integer numberlines. Maybe modify to positive and negative depending on the ages.pic.twitter.com/DkfIekLi3X
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"Two students tried the strategy on '6 eights'. What do you notice?"pic.twitter.com/7YHkEwbjGV
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you're the guy behind the guy behind the guy!https://youtu.be/Wl7eVOTUpfs?t=24 …
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sometimes you need to write backwards for the students who are on the other side of your glassboardpic.twitter.com/ssXn2L4QgC
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what does it mean for numerals to float slightly around the decimal point though hahapic.twitter.com/aMqkGA2aUA
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bathroom stall: "that's a right triangle you idiot!" S5 E10... there's a simpsons for everything!pic.twitter.com/vfRnodFvmm
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I'm imagining "Snow In Raleigh" but for rain...pic.twitter.com/Ifix2fEKe5
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How might a novice student, an advanced student, an expert student, a mathematician each interpret what the animation of the # is showing? I'm wondering if digital can go farther to support the /algebra/ props. of equality, inverses, etc. Not sure anyone has done that yet.pic.twitter.com/vK8PHiY7vr
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Pretty robust covariates, and fascinating. Thanks for that link. But they of course do protect themselves ;)pic.twitter.com/j82h8FhJnq
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These ideas from Ball and Willis, acknowledging competence, make me think of the idea of Sociomathematical Norms— the set of behaviors we as teachers imply are valuable via how we facilitate and position student ideas. cc
@mdrzavala ;)#CMCmathpic.twitter.com/4RiO9KtPvu
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Teachers may be likely to take over student explanations and not let the student idea be digested by students.pic.twitter.com/s8A7VbIHoi
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59 teacher moves in 2:21 to support co-construction of knowledge and reduce systems of oppressionpic.twitter.com/riulLWWaOS
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