Comments on: The Desmos Guide to Building Great (Digital) Math Activities

By: That’s What I’m Talkin’ About / Global Math Department

That’s What I’m Talkin’ About / Global Math Department — Tue, 25 Apr 2017 16:35:34 +0000

[…] help you get started, Dan Meyer has written a guide to creating great digital activities. Secretly, though, it’s just a great guide for creating […]

By: Why Struggling in Math is Good! | Mr . Corley Mathematics

Why Struggling in Math is Good! | Mr . Corley Mathematics — Wed, 29 Mar 2017 21:38:34 +0000

[…] When students are really stuck on a math problem I love to ask them to give me some type of Â informal analysis of what is going on in the problem. Â This can sometimes start us down the right path to the solution. Â We have to teach students that informal analysis like sketching, making conjectures, and estimating is necessary when we first observe a problem. Â Once we complete the informal analysis we can develop a plan how to transition from informal to formal, and create a need for certain computational skills and processes. Â This is just part of what I enjoy about the design thinking behind most Desmos ActivitiesÂ (click here for more). […]

By: [Desmos Design] Algebra Is Power, Not Punishment – dy/dan

[Desmos Design] Algebra Is Power, Not Punishment – dy/dan — Sat, 11 Feb 2017 15:29:29 +0000

[…] This is the first of several posts where I’ll use the activities Desmos created last quarter to illustrate our design principles. […]

By: Glenn Waddell

Glenn Waddell — Mon, 12 Dec 2016 23:06:22 +0000

Hello! This post was recommended for The Best of the Math Teacher Blogs 2016: a collection of people’s favorite blog posts of the year. We would like to publish an edited volume of the posts at the end of the year and use the money raised toward a scholarship for TMC. Please let us know by responding via http://goo.gl/forms/LLURZ4GOsQ whether or not you grant us permission to include your post. Thank you, Tina and Lani.

By: Marcellus the Giant – dy/dan

Marcellus the Giant – dy/dan — Fri, 21 Oct 2016 16:14:34 +0000

[…] we offer students explicit instruction, our building code recommends: “Keep expository screens short, focused, and connected to existing student […]

By: Jen Silverman

Jen Silverman — Sat, 24 Sep 2016 14:36:17 +0000

Thanks for this, team Desmos. It’s great to have all of these points of reflection in one place. I’m bookmarking it for sure.

By: Xavier B.

Xavier B. — Mon, 19 Sep 2016 17:38:10 +0000

Can someone give us some (physical) activities conforming this guides?

@Dan: good brand new wordpress theme ;-)

By: Levi Patrick

Levi Patrick — Mon, 19 Sep 2016 12:20:34 +0000

I am a firm believer that creating (and reiterating) a well-framed pedagogical perspective is critical to our pursuit of excellent teaching. I love what you’ve done here, certainly because it adds new wrinkles into my thinking, but mostly because the conversation for educators should often return to focus on how we believe students come to a deep understanding of mathematics. We have to grasp that and then work to both confirm our thinking and test the limits of our hypotheses every time we select, design, enact, or reflect on a instructional moment.

As always, you and the Desmos team have done an excellent job moving the conversation forward and focusing it on the essential components of what it takes to intentionally be an excellent mathematics educator–thanks.

By: Ayanna Ramsey

Ayanna Ramsey — Sun, 18 Sep 2016 01:12:49 +0000

This is a great resource and definitely makes me REALLY think about the purpose of each and every screen: “what is it I really want students to be able to do or gain from each part of a task”. This is a must share with colleagues!

By: Roberto Catanuto

Roberto Catanuto — Sat, 17 Sep 2016 14:23:51 +0000

Thank you for these advises, they look great.
Isn’t it time to start a mooc about “Math Education through Digital Media” from the Desmos faculty?
It’d be a success…