Wednesday, April 17, 2019

A Letter to the CLIME Community

Dear colleague,

First of all I want to apologize to those folks who came to the CLIME meeting in San Diego and didn’t find me there. There was some confusion about the rooms. I was in room 310B which I thought was 310. The actual room was 310A which I wasn’t aware existed. Patricia Dickenson - our intended keynote speaker - told me about my confusion later that evening.

Second of all, due to difficulties that currently exist, CLIME as we have known it for the past 31 years will as of May 1st no longer exist. It will be replaced with a new web presence that will not be affiliated with NCTM. (More about that in a future post.)

Thirdly, if anyone (or group) wishes to “rescue” CLIME as a affiliate entity, they must be responsible for the following:

  • Annual dues: $100.00 (Due: May 1st) 
  • President and NCTM representative must be members of NCTM.
  • Attendance by NCTM rep and/or president at the at-large caucus held on the Wednesday before the annual conference starts.
  • Attendance at the Delegate Assembly held on Thursday (7:30am-9:00am) during the annual conference.

For more information about CLIME see

I still believe an organization like CLIME can serve a purpose within the NCTM structure, but it needs new leadership and energy to perform successfully within the conservative framework that NCTM offers. If anyone strongly agrees and would like to lead and/or play a role in a renewed CLIME initiative, please let me know.


Ihor Charischak
CLIME president (till May 1, 2019)
Council for Technology in Math Education
Venice, FL

A Post by Scott Steketee*

Hi Seanna,

A few years ago I had the opportunity to work on the NSF-funded "Dynamic Number" project led by Daniel Scher. Our objective was to bring the interactivity and fun of dynamic geometry to the realm of numbers and pre--algebra, and we produced about 70 activities, many of which can be very helpful in developing students' number sense, both by providing memorable dynamic visualization of numbers and operations, and by giving students the power to change the numbers and manipulate the operations.

Each activity has a link to teacher notes, a student worksheet (if appropriate), and a Sketchpad document. Though the activities were originally developed for The Geometer's Sketchpad, Daniel has already moved more than 40 of the activities to Web Sketchpad, making them freely available even if you don't have Sketchpad itself. The list of converted activities is here:

(One of our best examples is Bunny Times, with a progression of levels in which a bunny, and at higher levels a team of bunnies, learn to multiply by eating all the carrots in a field. It's designed to encourage students to develop multiplication strategies that include skip-counting and flexibly composing and decomposing numbers.)


*Taken from