So I am a little late getting into the topic...

I have read through many of the posts and what strikes me as a common thread is the fact that we all agree that we are preparing our students for a world that we can not fathom. Our one common thread is mathematics - but how our students will use it, and the technology that they will use to do it is changing by the month.

I was struck by the comments in the book about the tedious long division - we spend so much time teaching long division - using an algorithm that makes no sense to our students when we could be discussing, discovering what division really means.

I thoroughly enjoyed reading p.21/ 22 -the idea of the "one little measurement" issue causing a person to lose a job - how often do we have children memorize equivalencies but do not get into the fact that "borrowing" in inches and feet is not the same as "borrowing" in our base ten system. Is it our explanation, rote method, or a lack of understanding of place value....or all three?

Many people quoted Jim Rubillo's life's key questions (p.14) - I shared these with my math teachers...and we discussed ways to start a math class, lesson, idea with them...

But my favorite was the letter from the attorney (p.22/23) is something I intend to use with my algebra class when we start our unit on statistics. I intend to share it with my math teachers when we discuss why our lowest NECAP sub test score is data/stats.

One site that I direct students to when they ask about "Who uses this?" is http://weusemath.org/?q=careers

and info for teachers who want to include STEM

http://www.micron.com/foundation/educators/k12-educator-resources

http://www.ams.org/samplings/mathmoments/mathmoments