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Consider the example 72/5= All we do in math is count. See all numbers as rectangles. The answer is always a number, therefore every...

In Mortensen Math we construct models of various problems. At the same time we create mental images of those problems. The content of...

This, 6, is not SIX. It is just the name of six written as an Arabic numeral. So, what is six? What does it look like? Choosing the right...

I am often asked how to differentiate Mortensen Math (MM) from traditional ways of teaching. I say that I cannot do this in 5 minutes,...

It is important that motivation to do math survives grade ten, survives high school in fact. But many students hit the wall at grade ten...

Our task as teachers is twofold: 1) To enable the use of math tools for problem solving and 2) to ensure motivation survives high school....

How does a thing acquire meaning? How does y = Mx+C acquire meaning? How does "the square on the hypotenuse equals the sum of the squares...

In this article I argue that mere memorization of symbols cannot logically lead to understanding, with reference to the thought...

As Fall approaches, once again parents and teachers focus on how to achieve educational goals. "How to" are key words, and that points to...

A fact or piece of information has no meaning for the learner unless it has an emotional connection or impact on the learner....

Where does the idea of a philosophy of mathematics come from? Some of the first questions we ask are: What is there? What can I Know? and...

One goal of math educators has to be to see that the motivation to do maths survives through high school. Why? It is because without that...