Find ways on this site to expand and “colorize” your teaching style!
Tap into professional development and staff training with a difference!
Contact Mark directly at 360-221-8842 or firstname.lastname@example.org.
I’m Mark Wahl the owner/director of Mark Wahl Learning Services and Books. You’ve probably come here because:
Possiblity 1) You are searching for my books (see “Books to Buy” link at the top):
Math for Humans: Teaching Math Through 8 Intelligences (reprinted 2009 with key revisions/updates); 10% web discount; author-signed),
A Mathematical Mystery Tour (with downloadable Mystery Tour Guide and printed optional Second Millennium Supplement),
Math Nuggets: 80 Thoughtful One-Page Activities for Insight and Pleasure.
Possibility 2) You are Teachers, Professional Development and Staff Development Coordinators, Home Schooling parents, Support Staff, or tutors that link students with the world of mathematics. You are looking for ideas and resources. (Browse the menu at the top for your specific needs.)
You have all come to the right place. You can jump right into fascinating possibilities by checking out several math teaching ideas below in print and video.
Enjoy Mark’s videos on fraction concepts (~5th gr), integers (~7th gr) and powers (~8th-9th gr).
Here’s your first student motivational idea: Search Pi’s digits 3.1415926535… for your phone number! For example: The digits 1-234-5678 start in this order at position 186,557,266 in the actual digits of Pi! Click the top right button to our Links page and scroll to the last of the links! You will find the site that sleuthes any phone number found in Pi’s first 200,000,000 digits! (Use any favorite number or year, best if 7 digits or less, e.g., 2009 starts at the 8,184th place as 39095 2009 9393
Using resources shown on this site you can:
- penetrate math using your own multiple intelligences,
- enjoy unique math activities while exploring with your students,
- find unique professional development possibilities (see that link at the top)
- excite and motivate bored or fearful learners,
- savor the mysteries and aesthetic marvels of number,
- let other subject areas colorize your math lessons, and
- expand your teaching comfort zone
- find fascinating links to other math sites.
Before going into several math ideas below I want to offer an informative review of two of my books, Math for Humans and the Mathematical Mystery Tour (with it’s earlier cover). These will offer you ways to pursue the approaches suggested below:
You’ve probably discovered that successful math learning (useful, conceptually grounded, transferable to new situations, real-world relevant) is pretty rare — to be treasured when it happens. But how to make that happen more often — that’s the question.
- family disaster stories about math’s difficulty,
- terror-producing teaching methods,
- fuzzy or meaningless explanations,
- lack of any link between math and real life,
- a rush into formal abstract math without any concrete physical or pictured experience,
- a robotic, imitative, memorized style with little conceptual grounding,
- a habitual disconnect between a child’s natural style and a superimposed alien math style.
Classes, groups and individuals, exposed to my different approaches experience dramatic results. Dynamic professional development seminars and my three books help teachers stimulate students’ natural learning abilities, bringing kids out of the math doldrums into math power. (Click the “Professional Development” and/or “Books to Buy” tabs above if you want to look at them.)
Young people, or even adults, just need to get the real scoop behind the methods in a clear and fun way. They are thirsty for the concepts, the number sense, the “gut feeling,” the internal knowing that what they are doing is right. Yes, even if they just say “I’m bored,” or “This sucks!” they would love to be truly turned on to math. They just don’t think it’s possible. Let’s face it, math boredom, anxiety, and hatred are legitimate, —even healthy— reactions to material that is meaningless, monotone, black-and-white and repetitive. How would you react with a daily portion of sawdust for your meals?
“Twenty-five,” say even some teachers if asked to answer quickly, and so do most kids. This comes from a misunderstanding of the nature of all division questions. Even if you get it right by doing the little flip trick you learned in school, does the answer you got really make sense to you?
Let’s bring in a little bodily, physical, “gut” sense to this abstract question. What does 20 ÷ 5 mean? Not what’s the answer, but what does it mean? It means one of two things: “How many 5s can be packed into 20?” (the packing question), or “If 20 is cut into 5 same-sized parts, how much is in each part?” (the cutting question).
Let’s consider 30 ÷ 1/2 as a packing question. It’s asking how many 1/2 units (or dollars) will pack into 30 units (or dollars). The answer is of course, 60 and no one could persuade you otherwise. Then add 10 to get the correct answer to the question: 70. And you have it with conviction.
Contact Mark directly at 360-221-8842 or email@example.com