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Emelie Reuterswärd's avatar

You should collect all your wisdoms in a book, Dan. Longing to read it!

And I loved watching the video of you teaching. So much to discuss! Something that I was thinking about afterwards was the habit we teachers have of asking students the answer to simple arithmetic questions, i.e. "What is 10 divided by 5?", while solving a problem (an equation/an inequality). I wonder if that runs the risk of actually overflowing the students' working memory (some of the students in the video seemed to struggle with even the simpler calculations), so that they don't have enough space in working memory to actually follow the argument. We're so used to asking those questions, as a means of checking if the students are with us. But for the students who do those calculations effortlessly, the question probably seems "stupid". And for the students who don't do them effortlessly, the question might deprive them of following the main ideas. What are your thoughts on this?

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B. Looney's avatar

There are instructional videos that demonstrate “best practices” in teaching math, but the reason you aren’t finding them easily on YouTube is that researchers who are known as leaders in this area only make them available by subscription. Some subscriptions are only available to higher ed institutions. If you look up Deborah Lowenstein Ball you’ll find some material on YouTube but the really good stuff is available only to subscribers or educators who attend her Teaching Works PD sessions. Folks gotta make a living!

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