Engaging students in problem solving before instruction increases learning of mathematics. Analyze the evidence from published studies and get ideas on how to incorporate this instructional approach in your own math classroom.

An open-access meta-analysis suggests that the flipped classroom model is effective at improving student outcomes in introductory statistics. But, there are confounding factors that make us question whether it is worth the time and effort to fully flip a class. This research-to-practice blog reviews the article and provides ideas for maximizing student success while not overextending instructor effort with creating videos, activities, and more for the flipped classroom.

Most of us will be going back to in-person learning in the fall, but we can’t go back to exactly how things were before the pandemic started. What are these lessons we have learned, and how do we use them when we see our students in person again?

Talking in the mathematics classroom is an essential skill for students. But HOW do we get students to talk math with one another? What steps can we take to support discussion in the mathematics classroom?

I know that you’re giving everything you can to your schools right now, leaving very little time to read through emails and blogs. For Almy Education’s last March blog post, I’ve recapped all of our March communications (newsletters, blogs, emails, etc.), all in one centralized location.

In this blog, we explore some of the benefits of engaging students in PBL and provide practical advice for how to implement PBL successfully. We will focus on PBL in relation to mathematics teaching and learning and address transitional math.

I know that you’re giving everything you can to your schools right now, leaving very little time to read through emails and blogs. For Almy Education’s last February blog post, I’ve recapped all of our February communications (newsletters, blogs, emails, etc.), all in one centralized location.

We cannot address data analysis without discussing how to represent data and communicate it clearly using graphs. Similar to the data analysis process, we usually tell students how to create a graph, but rarely let them try, and fail, to make an appropriate graph for themselves. This week, we’ll address how to teach students to make appropriate choices when it comes to creating graphs.

STEM subjects are integrated and that this integration needs to be emphasized in education. But we do face some challenges in realizing this vision. What are the challenges and how can we overcome them to support our students as they engage in STEM?

The power of PhET simulations is that they are fully interactive and designed to engage students from elementary to college in learning how various phenomena work. Since its founding in 2002, the types of simulations have grown to encompass all branches of science as well as math.