Welcome to CEP 805. This page showcases my work on Learning Mathematics with Technology, focusing on how digital tools, visual models, and interactive platforms can strengthen students’ mathematical understanding. Posts include lesson designs, reflections, technology evaluations, and examples of how I integrate digital resources to support conceptual learning and problem-solving in elementary classrooms.
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Measurement Beyond the Tool
Read more: Measurement Beyond the ToolI have been thinking about how measurement often looks simple on the surface, but is actually much more complex for students. At first, measurement seems like using a ruler, reading a number, and writing the unit. However, I realize that for students to genuinely understand measurement, they have to make sense of what is being…
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From Tasks to Meaning
Read more: From Tasks to MeaningOver the past two weeks, my understanding of teaching data and probability has deepened in an important way. I used to think of this content area as fairly straightforward: collect data, make a graph, answer questions. Now I am realizing that while students can often complete those steps, they do not always understand what the…
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Who Gets to Be “Good at Math”
Read more: Who Gets to Be “Good at Math”Over the past two weeks, my thinking about algebra has started to shift in an unexpected way. I came in ready to focus on content and tools. I am leaving thinking about identity. Algebra, even at the 3rd grade level, asks students to make sense of relationships, patterns, and unknowns. This work builds their mathematical…
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Reshaping Geometry
Read more: Reshaping GeometryThree weeks ago, if you had asked me how I felt about teaching geometry, I would have said I enjoy it. It’s active. It’s visual. It gives students something to move, build, and at times, argue about. It can feel refreshing after long stretches of number work. However, I don’t think I had fully examined…
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Looking for the Right Angle
Read more: Looking for the Right AngleIf a child walked up and asked, “What is an angle?” how would I respond? Two rays that share an endpoint.A measure of rotation.A fraction of a full turn. I know those answers. But do I understand what it means to teach that idea to someone? Geometry has always felt like the “last” unit. When…
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Forced Perspective in Third Grade Geometry
Read more: Forced Perspective in Third Grade GeometryToday I created a forced perspective hallway as part of a quickfire activity, and it ended up being much more engaging than I expected. I initially reached the “no color” stage and could have easily stopped there, but I was enjoying the process and decided to keep going. Once I added color and detail, the…
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Building A Solid Foundation
Read more: Building A Solid FoundationWhen my students and I work on spiral review of concepts from previous years, they often question why we go back to “easy” math so frequently. This usually leads to a conversation about building a house. “If I wanted to build a house, where would I start?” I ask. “Would I build it on cotton…
Alexis Flanders 