![]() So your implication that somehow lack of place value understanding is grounded in use of the lattice method simply doesn’t make sense. It is introduced with addition and subtraction. Nothing like having a sense of history no longer than your own you have data or just impressions for your claim? Because place value isn’t something that gets taught just a multiplication algorithms are introduced. It pisses me off royally to read some of the incredible lies and insinuations about this approach that have popped up thanks to the Math Wars. And I expect that you know some of the history behind lattice (or “gelosia”) multiplication, how far back it goes, why it fell into disuse, etc. In any event, if someone can’t multiply two single-digit numbers, the lattice approach isn’t any more magical than the algorithm most people my age were taught. Have you had any students state the an advantage of lattice is that it does a better job of organizing the numerals and thus cutting down on computational mistakes due to misalignment? While I’ve never had an elementary student put it that way, I know that many prefer this method and claim it’s “easier,” but explaining WHY it’s easier from their perspective is not so easy for them to articulate. I do like what you chose to do to challenge the beliefs of your students and make them confront their baseless assumptions/claims about place-value. The result is often that the teacher teaches these algorithms as unrelated to one another, much as I’ve seen teachers teach fractions, decimals, and percents as if they were at best marginally related. ![]() In curricular materials where the lattice method is one of those offered, it’s rare in my (somewhat limited) experience to find a teacher who understands either how lattice multiplication actually works or how it relates to the other algorithms offered in the text. I think a task worth giving is to ask teachers to explain the similarities and differences among several algorithms for the same task (in this case, multiplication). Is it any wonder this country produces very few non-mathematicians who have the slightest clue what mathematics actually is? And therein, of course, lies the danger: mindless teachers teaching mindless algorithms mindlessly to kids as if THAT was what MATHEMATICS was about. I will say that it’s appalling that future teachers think that the purpose of algorithms is to get you to think: just the opposite is the case – they hide the thinking that went into creating the algorithm and minimize thinking necessary on the part of the user. I have a lot to say on the subject of lattice multiplication, but probably don’t have time to get to it until at least Sunday. If the premise is that the lattice helps us to learn place value, then we should know enough about place value to make a commitment to the meaning of a tens digit.Ĭan you guess which of the answers below is the more popular in my classroom? No follow-up or clarification questions allowed. When you are done, use a marker to highlight each and every tens digit in the lattice. So here’s the task: Perform the lattice algorithm to multiply 7,343 by 1,568. So if it teaches place value, they should be able to ace any place value task involving the lattice, right? Well, they have been analyzing the algorithm they have written papers about it. If these future teachers thought the lattice algorithm exposes important ideas of place value, then what task could I give them to demonstrate that it does not? Last semester I decided to put that claim to the test. And I suspect most children are not either. I am absolutely NOT thinking about the values of those digits. As I work the lattice, I am going digit-by-digit. I could not disagree with this claim more strongly. The lattice algorithm is very good for teaching place value because you have to pay attention to the places as you work with it. ![]() And then they write about it, using the ideas of the course to analyze the algorithm.Īfter a number of semesters of this, I became tired of reading in their work some variant of the following claim, We learn the steps in class, they go off and practice it. I have used the lattice algorithm for years with my future elementary teachers. This post isn’t really about the lattice algorithm, but it’s the context for what I’m really trying to say, which is this: It is worth the time to craft classroom tasks carefully. If you do not, and if you would like a primer, here is one. I’m going to assume you know the lattice algorithm for multidigit multiplication.
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![]() Obviously, it's the best league in the country. I know it's a great thing for the media after every game in, out whatever it is, it's been like this for four years. I say at the end of the year, your resume is going (tell whether) you're going to be in or you're not. ![]() Even my players know I never bring this thing up. On making a case for Rutgers to be in NCAA tournament: We just have to play better and these guys are very capable of that." Everything comes down to a basket or a free throw. As you guys can see, this league is a monster, everybody's good. You got to play good defense and good offense playing really good teams. The other day we scored, and our defense wasn't good, so we've got to have both at this time of the year. Again, obviously didn't do enough to beat Northwestern." We're not a great scoring team to begin with and they're really good defensively, but I still think we could have won this game if we just kind of grinded a few possessions when we had some momentum just to finish off some plays and we just didn't do enough. We had, early in the year, shot really well from the free throw line and these guys are good foul shooters but it didn't go in. We could have really kind of hung around and made it a little bit interesting with the free throws. ![]() I'm going to watch the tape, but we didn't make a three in the second half. On player fatigue at this point in the season: We're looking forward to the other two parts of the year." You've got the regular season, then you've got the conference tournament, then you've got the postseason. We start a new season coming up here with the tournament. He couldn't practice yesterday and to play, couldn't take him out today, 38 minutes it's a credit to them. Six steals right here this guy's ( Caleb McConnell) been awesome all year. We didn't, but very thankful that you guys are here and all the people here that came to support. We played tough but you got to do more to beat Northwestern. We just weren't able to finish plays, make free throws, the whole gamut. I thought we did a good job on Boo Buie and Chase Audige and they still were able to get us. But Northwestern, they've had a great year and they've been really good defensively. ![]() Not obviously the way we wanted to finish the regular season. I really appreciate the cheerleaders, the band, the Riot Squad, they do an awesome job for us. They were out, I think at four o'clock tonight for 7:30 tip off the line started. I think we sold out every game this year. You could be anywhere tonight and you're here. "Always appreciate all year long you guys coming. Rutgers will take on Michigan at the United Center in Chicago on Thursday morning at noon eastern time. The Scarlet Knights tied last year's total in wins (18) and finished off ninth in the Big Ten Conference at a record of (10-10). Caleb McConnell, Paul Mulcahy, Aundre Hyatt, Oskar Palmquist and Andrew Fulin were all celebrated on Senior Night. Senior point guard Paul Mulcahy had eight points, four assists and five rebounds.Freshman guard Derek Simpson had 12 points, two assists and two rebounds off the bench.įive graduates were honored in a pregame ceremony with their family and friends in attendance. Junior center Clifford Omoruyi had 14 points and six rebounds.Senior guard Cam Spencer had nine points, three assists and five rebounds. Rutgers was 36 percent from the field on the night. Rutgers shot 2-for-17 from three-point range and 11-for-21 from the free throw line. He is six steals away from tying Eddie Jordan for first on the list (220). McConnell tied a career-high with six steals and passed Myles Mack (210) for second all-time on the Rutgers steals list with 214 career steals. With fifth-year graduate Caleb McConnell playing his last game at Jersey Mike's Arena the Rutgers men's basketball team lost 65-53 to the Northwestern Wildcats in front of a sold-out crowd on Sunday night to wrap up the regular season. – The Scarlet Knights lost a tough one on Senior Night. ![]() Little demonstrated awareness of underrepresentation, or of differential experiences, of particular groups in higher education or in their discipline. Or may discount the importance of diversity. Discusses diversity in vague terms, such as "diversity is important for science." May state having had little experience with these issues because of lack of exposure, but then not provide any evidence of having informed themselves. Defines diversity only in terms of different areas of study or different nationalities, but doesn't discuss gender or ethnicity/race. Little expressed knowledge of, or experience with, dimensions of diversity that result from different identities. Little to no evidence of awareness of DEIB issues in higher education or their field Please send comments to about Diversity, Equity, Inclusion, and Belonging Score We welcome your feedback on the structure and use of the DEIB rubric. OFEW also welcomes hearing from search committees about how the calibration and assessment process went. Recalibrate the scoring/assessment system as needed.Īpply the agreed upon rubric to the entire applicant pool.Īfter you have finished the calibration and scoring processes, it is very useful for the search committee to share with the rest of the faculty what was learned during this process of assessing DEIB contributions. Select a random sample of 8-10 statements from the applicant pool, redacted for candidate name.Īpply the rubric to the statements, with each committee member scoring the statements separately.Īnalyze the scores assigned to each statement across all categories and by all committee members.ĭiscuss interpretations and discrepancies between reviewer scores. OFEW will be able to help you avoid common pitfalls.ĭiscuss ahead of time the kinds of evidence that could motivate low, medium, or high scores. ![]() Please consult with OFEW for advice if major changes to the rubric are contemplated. but can be equally compelling.Īdapt the rubric for use in the particular search, including categories, examples, scores, etc. DEIB efforts described by candidates from international institutions may look different from DEIB work conducted in the U.S. As a reminder, candidates do not need to belong to a particular group or demographic, or to hold particular viewpoints, to be successful in this regard. ![]() Thank you for your interest and engagement.We recommend the following calibration exercise, which past search committees have found useful:ĭiscuss, as a committee, the importance and evaluation of contributions to DEIB as one aspect of excellence across research, teaching, and service. With your help we can find a leader who will help us accomplish our bold vision to become a top 50 public university - and that begins and ends with our students. Please help me and the Search Committee in finding such a leader by nominating strong candidates and meeting with finalists. We need a leader and a partner who believes in shared governance, is committed to holistic student success and understands the unique needs of today’s diverse student body. This position is critically important in ensuring the continued transformation of the University of Houston and the UH System. ![]() The Search Committee is charged to (a) develop a strong and diverse pool of candidates, (b) screen eligible applicants, (c) invite finalists for campus interviews and (d) provide its assessment of the strengths and weaknesses of each interviewee. I thank the committee members for undertaking this very important responsibility. The Search Committee will be assisted by Greenwood Asher and will begin its work this month with the hope of filling the position by late fall 2023. I am pleased to announce that I am appointing a 16-member search committee co-chaired by Senior Vice President Raymond Bartlett and Senior Vice Provost Teri Longacre to begin our national search for our permanent vice chancellor/vice president for Student Affairs for the UH System/UH. The element is configured at the site level. When you have completed these items, click Finish.Select Read for the Permissions option.For the Authorization settings, choose "Anonymous users" from the Allow access to drop-down.Select Anonymous for the Authentication settings.If you choose Allow SSL or Require SSL, choose a certificate from the SSL Certificate drop-down menu.Select Require SSL to allow FTP clients to always use FTP over SSL when they connect with the FTP server.Select Allow SSL to allow FTP clients to optionally use FTP over SSL when they connect with the FTP server.Select No SSL to disable the SSL options.To use an FTP virtual host name, select the box for Enable Virtual Host Names, then enter the virtual host name in the Virtual Host box.įor the SSL options, choose one of the following options: (Note: To specify Implicit FTPS, you need to use port 990.) By default, FTP sites and clients use port 21. On the second page of the Add FTP Site wizard:Ĭhoose an IP address for your FTP site from the IP Address drop-down, or choose to accept the default selection of "All Unassigned."Įnter the TCP/IP port for the FTP site in the Port box. When you have completed these items, click Next. For example, you can use "% SystemDrive%\inetpub\ftproot" for your content directory. Note that if you choose to type the path, you can use environment variables in your paths. Type in the path to your content folder in the box.) button, and then navigate to the folder that contains the content for your FTP site. Right-click the Sites node in the tree and click Add FTP Site, or click Add FTP Site in the Actions pane.Įnter "My New FTP Site" in the FTP site name box.įor the Physical path box, you can use one of the following options to specify your content directory: In the Connections pane, click the Sites node in the tree. How to use the FTP Site Wizard to Create an FTP Site with Anonymous Read Access In the Actions pane, click Enable to enable Anonymous authentication or click Disable to disable Anonymous authentication. On the FTP Authentication page, select Anonymous Authentication. In the site's Home pane, double-click the FTP Authentication feature. In the Connections pane, expand the server name, expand the Sites node, and then click the name of the site. Double-click Administrative Tools, and then double-click Internet Information Services (IIS) Manager.On the taskbar, click Start, and then click Control Panel.If you are using Windows Vista or Windows 7: On the taskbar, click Start, point to Administrative Tools, and then click Internet Information Services (IIS) Manager.If you are using Windows Server 2008 or Windows Server 2008 R2: Click Administrative Tools, and then double-click Internet Information Services (IIS) Manager. ![]() ![]()
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