Math Learning Loss During COVID-19: A Problem Can Be an Opportunity

Feb. 11, Annie Wilhelm, associate professor of mathematics education in the Department of Teaching and Learning at SMU Dallas, for a piece offering solutions for Math Learning Loss and some outdated math teaching strategies. Published in Inside Sources with the heading Math Learning Loss During COVID-19: A Problem Can Be an Opportunity: http://bit.ly/3d4AeIg

I am the parent of two children and an associate professor of math education. Like all parents, my husband and I scramble to figure out how to do our jobs, plus care for and educate our children. As a math educator, I know data indicate school math learning progress of most students has been adversely affected by the pandemic. However, this problem can also be an opportunity to tackle imperfections of traditional ways of engaging kids in math.

“Improvement science” can drive organizational change during great challenges. I’ve witnessed this while collaborating with Toyota and the Dallas Independent School District to design the West Dallas STEM School (opening this fall) and while participating in a Networked Improvement Community of Texas universities, dedicated to improving teacher preparation across the state.

Continue reading “Math Learning Loss During COVID-19: A Problem Can Be an Opportunity”

Five Ways to Make Math More Meaningful

Aug. 16, Candace Walkington, associate professor at Simmons in the Department of Teaching and Learning at SMU Dallas, for sharing five tips to “personalize” math and better engage students. Published in the aggregator Inside Sources, which has over 300 affiliate publications that can use its content: https://www.insidesources.com/five-ways-to-make-math-more-meaningful/

We all want the best outcomes when teaching math to students. But how many teachers and parents are passing up golden opportunities to present math principles alongside the real-life pursuits of our kids?

Math is omnipresent — found in video games, participatory sports and even on walks to the park. Seizing on these opportunities to incorporate math has been called personalized learning.

“Personalized learning” is a popular phrase in education. In mathematics, personalized learning is often equated with self-paced, computer-assisted instruction, or with intelligent tutoring systems that adjust based on learner knowledge and actions. These are forms of adaptive learning, defined by Jan Plass as “an approach to the design of a learning system in which each learner is provided with the kind of experience he or she needs at any given time in order to be successful in reaching the intended learning outcomes.”

Continue reading “Five Ways to Make Math More Meaningful”