tag:blogger.com,1999:blog-53033074821589225652017-06-23T06:29:15.904-07:00Math Mama Writes...Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.comBlogger553125tag:blogger.com,1999:blog-5303307482158922565.post-52881048698576622012017-06-06T09:37:00.000-07:002017-06-06T09:37:05.175-07:00What I learned at CAP's Community of PracticeCAP is <a href="http://accelerationproject.org/" target="_blank">California Acceleration Project</a>. Check out their <a href="http://accelerationproject.org/Publications" target="_blank">publications</a>. The first time I attended one of their conferences, I struggled with the word acceleration. It does not mean getting through the material faster. It means getting to the good stuff faster - shortening the pathway of required prerequisite courses students must take before taking a college level course. Their work is mainly with math and English, the two subjects that generally hold students back.<br /><br />In math, the college level course for someone not interested in STEM is statistics. Students take a placement test, and the large majority (86% at my college) are placed in remedial courses, anywhere from 1 to 4 levels below the statistics course. Imagine a student starting 3 levels below, at pre-algebra, which is where over half of our students are put by the placement test. If we had phenomenal success rates, with 90% passing each course, and phenomenal persistence rates, with 90% going on to the next course, we'd still only get 43% of these students finishing statistics (.9^8 = .43). What happens to the other 57%? Usually they give up on college, for at least a while.<br /><br />Because housing is pretty segregated in the U.S., and that makes k12 education pretty segregated, with people of color getting less resources dedicated to their schools, this becomes a civil rights issue. CAP is dedicated to: changing the way we place students (many who do badly on the placement test can still pass a college statistics course), developing models for co-requisite courses that students can take with statistics to improve their success rates, and developing radically shortened and improved remedial pathways (creating a pre-statistics course that prepares students with just enough algebra and lots of data analysis).<br /><br />I have been attending their workshops whenever I can for the past few years. This past weekend I went with two other math faculty and 5 English faculty. Even though I've seen much of the information before, I still got a lot out of it. (Maybe I'm a slow learner!)<br /><br />Here's something I put together yesterday at the request of our dean for equity, which summarizes some of the important points I learned...<br /><br /><br /><div dir="ltr" id="docs-internal-guid-c9ed0335-7e43-0c7c-03e5-e9d94866dc11" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Planning a High-Impact Course</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">More important than any one course are these 3 principles:</span><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Create separate pathways for STEM and non-STEM.</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Place students as high in the sequence as possible.</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Shorten the sequence as much as possible.</span></div></li></ul><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">CAP’s 5 design principles</span></div><ol style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Backward design</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Low-stakes, collaborative practice</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Relevant, thinking-oriented curriculum</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Just-in-time remediation</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Intentional support for affective needs</span></div></li></ol><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">[For more detail, see: </span><a href="http://accelerationproject.org/Publications/ctl/ArticleView/mid/654/articleId/12/Toward-a-Vision-of-Accelerated-Curriculum-and-Pedagogy-High-Challenge-High-Support-Classrooms-for-Underprepared-Students" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline;">http://accelerationproject.org/Publications/ctl/ArticleView/mid/654/articleId/12/Toward-a-Vision-of-Accelerated-Curriculum-and-Pedagogy-High-Challenge-High-Support-Classrooms-for-Underprepared-Students</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;"> ]</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">High Performing Math Classrooms (Internationally)</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">James Stigler on high performing math countries. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">All have these things in common:</span></div><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Productive struggle</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Explicit connections</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Deliberate practice, increasing variation and complexity over time</span></div></li></ul><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">[For an NPR piece on Stigler’s work, see: </span><a href="http://www.npr.org/sections/health-shots/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline;">http://www.npr.org/sections/health-shots/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;"> ]</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Lesson Planning (CAP)</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Given a topic you want students to learn through groupwork,</span></div><ul style="margin-bottom: 0pt; margin-top: 0pt;"><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Identify the prerequisite skills needed,</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Decide whether these will be addressed through productive struggle (ie not addressed overtly), targeted group activity, or just-in-time mini-lecture, and how you’ll do that,</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Plan main activity,</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Plan closure (vital for making explicit connections)</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Note: Over-scaffolding brings down the thinking level required.</span></div></li><li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">(Sue has a form from CAP. If this link works, it’s to all the CAP materials: </span><a href="https://app.box.com/s/965xg12luwsgjgmeq86px8oonsr9yolm" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline;">https://app.box.com/s/965xg12luwsgjgmeq86px8oonsr9yolm</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;"> )</span></div></li></ul><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Thinking Levels</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">The thinking levels mentioned above come from a study by Quasar. Here’s the relevant info:</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">“This research yielded two major findings: (1) mathematical tasks with high-level cognitive demands were the most difficult to implement well, frequently being transformed into less-demanding tasks during instruction; and (2) student learning gains were greatest in classrooms in which instructional tasks consistently encouraged high-level student thinking and reasoning and least in classrooms in which instructional tasks were consistently procedural in nature.” (Stein p. 4)</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">QUASAR Task Analysis Guide (adjusted slightly to address statistical thinking as well as mathematical thinking)</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Lower-Level Cognitive Demand</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Memorization Tasks </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Involve either reproducing previously learned fact, rules, formula, or definitions; </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Cannot be solved using procedures because a procedure does not exist or because the time frame in which the task is being completed is too short to use a procedure; </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Not ambiguous; clear and direct instructions to reproduce previous material; </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">No connection to the concepts or meaning that underlie the fact, rules, formula, or definitions. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Procedures Without Connections Tasks </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Algorithmic; direct instructions to use a procedure or the use of the procedure is evident based on prior instruction, experience, or placement of the task. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require limited cognitive demand for successful completion. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">There is little ambiguity about what needs to be done and how to do it. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">No connections to concepts or meaning that underlie the procedure being used. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Focused on correct answers rather than developing mathematical or statistical understanding. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require no explanations, but may require students to “show work”.</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Higher-Level Cognitive Demand</span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Procedures With Connections Tasks</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;"> </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Focus students’ attention on the use of procedures or concepts for the purpose of developing deeper levels of understanding of mathematical or statistical concepts and ideas. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Suggest pathways to follow (explicitly or implicitly) that are broad general procedures that have close connections to underlying conceptual ideas as opposed to narrow algorithms that are opaque with respect to underlying concepts. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Usually are represented in multiple ways (e.g. graphs, tables, numerical summaries, verbal descriptions). </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Making connections among multiple representations helps to develop meaning. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require some degree of cognitive effort. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Although general procedures may be followed, they cannot be followed mindlessly. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Students need to engage with the conceptual ideas that underlie the procedures in order to successfully complete the task and develop understanding. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Doing–Mathematics or Doing–Statistics Tasks</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;"> </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require complex and non-algorithmic thinking (i.e. there is not a predictable, well-rehearsed approach or pathway explicitly suggested by the task, task instructions, or a worked-out example). </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require students to explore and understand the nature of mathematical or statistical concepts, processes, or relationships. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Demand self-monitoring or self-regulation of one’s own cognitive processes. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require students to access and make appropriate use of relevant knowledge and experiences </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require students to analyze the task and actively examine task constraints that may limit possible solution strategies and solutions. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">Require considerable cognitive effort and may involve some level of anxiety for the student due to the unpredictable nature of the solution process required. </span></div><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><br /></div>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com0tag:blogger.com,1999:blog-5303307482158922565.post-33812288731554717822017-03-04T15:20:00.001-08:002017-03-04T15:20:31.818-08:00At the Julia Robinson Math Festival Today<a href="http://jrmf.org/index.php" target="_blank">Julia Robinson Math Festival</a>s invite kids to play with math puzzles that start easy and offer harder questions as you go along. Today's festival was at Bentley School in Lafayette. (Some festivals are open to the public, and are much bigger.)<br /><br />I was working the Pilgrim's Puzzle table. We had this puzzle to work on.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-SvcnOr6eJw4/WLtJaOJoBzI/AAAAAAAAC60/g0CceMG04kwKajMbE3oHmG7CODnP-Ze-wCLcB/s1600/pilgrim%2527s%2Bpuzzle.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://4.bp.blogspot.com/-SvcnOr6eJw4/WLtJaOJoBzI/AAAAAAAAC60/g0CceMG04kwKajMbE3oHmG7CODnP-Ze-wCLcB/s1600/pilgrim%2527s%2Bpuzzle.png" /></a></div>It was really fun watching kids and parents get engaged with it. Some paths give you fractions, and then taking away 2 can give you something like 1/8 - 2, which can be pretty confusing for a 3rd grader.<br /><br />The first time I tried to help a kid with a problem like that I was not able to find an image that made this sensible. When B was stuck with a problem like this, I came up with anti-matter apples. It worked! We imagined 1/8th of an apple, and imagined two anti-matter apples. We cut the 2nd one into 8 pieces, took one of those pieces and exploded it with the regular 1/8th slice to make a poof and then nothing. So we had one anti-matter apple and ... 7/8ths of another, which we wrote as -1 7/8. Done.<br /><br />I will be teaching beginning algebra in the fall. I don't think I've ever found an image for negative fractions that worked as well as I think this one will. I'm excited.<br /><br />Here's B and me.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-C1bzhBTsp7I/WLtLja-XC7I/AAAAAAAAC7A/tLxU3DehExI3uzlhWLHsqIQ6fLKa8PyPgCLcB/s1600/me%2Bat%2Bjrmf.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://3.bp.blogspot.com/-C1bzhBTsp7I/WLtLja-XC7I/AAAAAAAAC7A/tLxU3DehExI3uzlhWLHsqIQ6fLKa8PyPgCLcB/s320/me%2Bat%2Bjrmf.jpg" width="320" /></a></div><br /><br /><br />Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com3tag:blogger.com,1999:blog-5303307482158922565.post-25955902614088930042016-12-20T20:19:00.003-08:002016-12-20T20:19:35.323-08:00The Cat in Numberland is Back in PrintOne of my favorite mathy kids' books is back in print. In <i><a href="https://shop.cricketmedia.com/books/The-Cat-In-Numberland.html" target="_blank">The Cat in Numberland</a> </i>we visit Hotel Infinity, with its infinite rooms, all full and yet they always seem to be able to make room for new guests.<br /><br />Good for ages 5 to adult. (It's $19.95 plus over $9 shipping. I think they should charge less for this slim volume, but this book is so wonderful, it's worth it.)<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-X3olPyClPbk/WFoCfGDlT6I/AAAAAAAACiQ/PbQ335yQM3goug9aVeNpxXOeLQmdl0rNwCLcB/s1600/cat%2Bin%2Bnumberland.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://1.bp.blogspot.com/-X3olPyClPbk/WFoCfGDlT6I/AAAAAAAACiQ/PbQ335yQM3goug9aVeNpxXOeLQmdl0rNwCLcB/s1600/cat%2Bin%2Bnumberland.png" /></a></div>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com4tag:blogger.com,1999:blog-5303307482158922565.post-38126262874230944632016-10-16T18:50:00.000-07:002016-10-16T18:50:14.372-07:00Fun Question from Michelle at Prairie Creek Community School"Recently in math, we were working on the Deka Tree, a tree that has 10 trunks with 10 branches with 10 twigs with 10 leaves. One trunk, one branch, one twig, and one leaf is cut off...how many leaves are left?"<br /><br />I found this question in <a href="http://prairiecreek.typepad.com/herons/2016/10/rhythms-of-the-forest.html" target="_blank">Michelle's post about doing Forest School</a>. And she talked more about it in <a href="http://prairiecreek.typepad.com/herons/2016/10/the-deca-tree.html" target="_blank">this post</a>.<br /><br /><br />I have over fifty tabs open with interesting goodies. I hope to find time soon to sort them out and share...Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com2tag:blogger.com,1999:blog-5303307482158922565.post-37533249355588601992016-08-21T08:20:00.000-07:002016-08-21T13:49:56.177-07:00Calculus: From Secant Lines to the TangentOur semester began on Monday. I'm teaching Calculus I (as always, because it's my favorite class), Statistics, and Algebra for Statistics. All three classes were a joy to teach this week, even though I was a bit underprepared because of the chaos in my personal life.<br /><br />On Thursday I was working on wrapping up the exercise from <a href="http://scholarworks.gvsu.edu/books/10/" target="_blank">Active Calculus</a> that the students had been working on since Tuesday. I showed the velocity curve we'd been exploring on Desmos, and limited the domain to the appropriate times, 0 to 3 seconds (which I learned how to do with the face project I described in <a href="http://mathmamawrites.blogspot.com/2016/08/calculus-reviewing-functions-with-desmos.html" target="_blank">my previous blog post</a>). I had a little trouble remembering how to make a secant line attached to one stable point and one moving point, but I got it. (And helped the students get it. This took some hard thinking for many of them.)<br /><br />Then I had a wonderful surprise. When I pulled the moving point over the stable point, the line disappeared and Desmos said "x= undefined or undefined" (not sure where their stutter came from...). I gasped. I hadn't expected that, and it was a perfect way to start talking about this problem calculus has of needing two points to figure slope, but needing to use just one point from the function in order to have a tangent. I got to talk about Newton and Bishop Berkeley and fluxions and infinitely close. It was great fun for me. On Monday I'll find out how much the students got out of it.<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.desmos.com/calculator/g7giaub7bi" style="margin-left: 1em; margin-right: 1em;" title="View with the Desmos Graphing Calculator"> <img height="400" src="https://s3.amazonaws.com/calc_thumbs/production/g7giaub7bi.png" style="border-radius: 5px; border: 1px solid rgb(204, 204, 204);" width="400" /></a></div>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com0tag:blogger.com,1999:blog-5303307482158922565.post-65368167884209990892016-08-21T07:40:00.003-07:002016-08-21T07:40:47.375-07:00Calculus: Reviewing Functions with Desmos<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-yDLcmF2ZmkA/V7m1NP7y2ZI/AAAAAAAACHc/ILpTu5AiilE0MLaIVAkB1kCSh057E07LACLcB/s1600/me%2Bon%2Bdesmos.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="198" src="https://2.bp.blogspot.com/-yDLcmF2ZmkA/V7m1NP7y2ZI/AAAAAAAACHc/ILpTu5AiilE0MLaIVAkB1kCSh057E07LACLcB/s200/me%2Bon%2Bdesmos.png" width="200" /></a></div>I like to dive into the calculus ideas in my calc I course, so I do not start with review. (I use a just-in-time approach, reviewing what we need when we need it.)<br /><br />But I know that the students' understanding of functions is weak and needs to be brought to mind. So I was excited about having them outline their own faces in Desmos as a homework assignment, which I learned about at Twitter Math Camp from Deb Boden (@debboden).<br /><br /><br /><br /><br /><br />Here are my instructions:<br /><div class="description user_content teacher-version enhanced"><div style="text-align: center;"><span style="background-color: #fce5cd;"><strong>Desmos Graph of Yourself</strong></span></div><span style="background-color: #fce5cd;"></span><ol><li><span style="background-color: #fce5cd;">Set up an account on <a class="external" href="https://www.desmos.com/" rel="noreferrer" target="_blank" title=""><span><span>desmos.com</span><span class="screenreader-only"></span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a>. (It’s free.)</span></li><li><span style="background-color: #fce5cd;">Upload a selfie into desmos. (Click the + in the upper left corner of the desmos calculator screen to add your image. Photos with you facing front are easiest to use.)</span></li><li><span style="background-color: #fce5cd;">Use various functions to outline features of your face. (At least: lines, arcs of circles and ellipses, parabolas, and trig functions. Try including exponential and log functions, hyperbolas, and cubics.)</span></li><li><span style="background-color: #fce5cd;">When you’re done, you can hide your photo to display the icon you’ve created. You can also hide the axes by clicking on the wrench in the upper right corner.</span></li><li><span style="background-color: #fce5cd;">Add a link to your completed desmos work on our class google doc: [Link removed, for student privacy. I didn't need google, actually. They could have submitted directly to Canvas. But we may need the google doc for our viewable collection.] (My icon is linked there. You can check it out to figure out how to do this.)</span></li><li><span style="background-color: #fce5cd;">We’ll share these in class and see how many classmates everyone can recognize.</span></li></ol><span style="background-color: #fce5cd;"></span><span style="background-color: #fce5cd;">Every time I got stuck, I googled my question. For example, "Desmos function restrictions" helped me make short pieces of the curves I used. If you are still stuck, start a discussion item here.</span><br /><span style="background-color: #fce5cd;"></span><br /><span style="background-color: #fce5cd;"></span><br /><span style="background-color: #fce5cd;"><b>Rubric</b></span><br /><span style="background-color: #fce5cd;">50% Required function types (lines, arcs of circles and ellipses, parabolas, and trig functions) 10% each (Extras can bring this score up to 60%)</span><br /><span style="background-color: #fce5cd;"></span><span style="background-color: #fce5cd;">15% Good Match with Photo</span><br /><span style="background-color: #fce5cd;"></span><span style="background-color: #fce5cd;">15% Visually Engaging</span><br /><span style="background-color: #fce5cd;"></span><span style="background-color: #fce5cd;">20% for using Desmos and Canvas (our "learning management system")</span><br /><br />(I didn't post the rubric until after they turned in their work, but I will next time.)<br /><br />31 out of 44 students turned it in. I am loving Canvas, which our college just started using. (We used d2l before and I hated it. Yes, I have strong feelings about things.) I took hours grading this, but once I get good at it, I think I could do this in about an hour. Canvas made it easy. And now I know that a third of my class is having trouble. So I know I need to intervene somehow. Good information to have.<br /><br />Here are some of my favorites...<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-bD3DHthgiJc/V7m81HjI_oI/AAAAAAAACIA/ehn4RJCKFloanqEOHQEY47ThRPoPE5IjgCLcB/s1600/student1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-bD3DHthgiJc/V7m81HjI_oI/AAAAAAAACIA/ehn4RJCKFloanqEOHQEY47ThRPoPE5IjgCLcB/s200/student1.png" width="167" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-y1oGWLd32bY/V7m81IenG7I/AAAAAAAACH8/M1uIC9uAqE0BqL6itH559Qo5OEe8bD-zgCLcB/s1600/student2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://3.bp.blogspot.com/-y1oGWLd32bY/V7m81IenG7I/AAAAAAAACH8/M1uIC9uAqE0BqL6itH559Qo5OEe8bD-zgCLcB/s200/student2.png" width="162" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-4CQTc3EWl3k/V7m81Lc4neI/AAAAAAAACH4/97Q6RuffVBgIAlLDEP6Ap8xTm-2VRf2xwCLcB/s1600/student3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://2.bp.blogspot.com/-4CQTc3EWl3k/V7m81Lc4neI/AAAAAAAACH4/97Q6RuffVBgIAlLDEP6Ap8xTm-2VRf2xwCLcB/s1600/student3.png" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-DJFE4jQ3cVc/V7m81fFmJcI/AAAAAAAACIE/BI_sTjWHlZIEWYYnRCzmV90HbXjSp_2bgCLcB/s1600/student4.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://3.bp.blogspot.com/-DJFE4jQ3cVc/V7m81fFmJcI/AAAAAAAACIE/BI_sTjWHlZIEWYYnRCzmV90HbXjSp_2bgCLcB/s1600/student4.png" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-Yy8c2oD-Z0c/V7m81uVHJ5I/AAAAAAAACII/GC5eE8EQ-RI5H-_FnEBwo0ImFQhRWMsuACLcB/s1600/student5.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://3.bp.blogspot.com/-Yy8c2oD-Z0c/V7m81uVHJ5I/AAAAAAAACII/GC5eE8EQ-RI5H-_FnEBwo0ImFQhRWMsuACLcB/s200/student5.png" width="129" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-6Gl4q3_Nczw/V7m81nZcE4I/AAAAAAAACIM/ThlBXIVzl08iDbhrIua8aSc_QCtwUUb6wCLcB/s1600/student6.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://4.bp.blogspot.com/-6Gl4q3_Nczw/V7m81nZcE4I/AAAAAAAACIM/ThlBXIVzl08iDbhrIua8aSc_QCtwUUb6wCLcB/s200/student6.png" width="189" /></a></div><br /></div>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com3tag:blogger.com,1999:blog-5303307482158922565.post-44133389427650636802016-07-22T20:05:00.000-07:002016-07-22T20:05:35.402-07:00My Favorites: Becoming Invisible & Math Relax On the last day of Twitter Math Camp 2016, I got to do a ten-minute presentation about two of my favorite teaching ideas. This is a quick way for me to share the links.<br /><br /><a href="https://drive.google.com/file/d/0B4Lou9CsLnQxaTdjODd6cFkxMjQ/view?usp=sharing" target="_blank">Becoming Invisible </a> is a great collection of things you can say when you're trying to hand the floor over to the students.<br /><a href="http://mathmamawrites.blogspot.com/2009/09/math-relax-guided-visualization-for.html" target="_blank"><br /></a><a href="http://mathmamawrites.blogspot.com/2009/09/math-relax-guided-visualization-for.html" target="_blank">Math Relax</a> is my audio track to help students get over the anxiety some of them feel during math tests. After my talk, people mentioned some lovely anxiety-busters, including giving the student a nice stone to play with. I might just make a basket of magic calming stones...<br /><br /><br />Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com1tag:blogger.com,1999:blog-5303307482158922565.post-27326833840775531592016-04-13T18:25:00.001-07:002016-04-16T23:01:14.619-07:00Kahoot I heard about <a href="https://getkahoot.com/" target="_blank">Kahoot</a> from my colleague, who heard about it from his wife who teaches third grade. It's a game site with lots of content already available. I looked up logarithms yesterday, <a href="https://create.kahoot.it/?_ga=1.136995064.990966096.1460488149&deviceId=f761c75b-eb18-471e-b1e8-e0cb73ea629a#quiz/b188f973-7be4-4a29-868b-9a34074722ec" target="_blank">found a kahoot* I liked</a>, and played it with my pre-calculus class.<br /><br />[To find a kahoot you like, choose Public Kahoots in the black bar at the top, search on a term like logarithms, click on"<span class="filter-teachers pull-right">Only show Kahoots made by teachers?", and search the list. I've been looking for the ones with high counts on the favourites list, but I might find better criteria later. Once you find one you like, favorite it right away. There doesn't seem to be an easy mechanism to get back to it later.]</span><br /><br /><span class="filter-teachers pull-right">We are about 2/3 rds of the way through the semester. The energy is a bit low about now. This game livened things up and kept us focused on mathematical ideas. The students loved it. </span><br /><br />This evening, I made <a href="https://create.kahoot.it/?_ga=1.244598221.990966096.1460488149&deviceId=f761c75b-eb18-471e-b1e8-e0cb73ea629a#quiz/6048bced-6996-49e4-8d4d-e833d34c7dfe" target="_blank">a pretty simple kahoot</a> to go along with my <a href="http://mathmamawrites.blogspot.com/2010/04/murder-mystery-project-for-logarithms.html" target="_blank">murder mystery</a>, which we're starting in precalc right now. I'll use this kahoot next week, when we're farther along in the murder mystery.<br /><br /><br /><br />______<br />*A kahoot is a gamified quiz. Each question is set up with multiple answers. Students use a pin shown on the screen to sign in using their phones. They get points for right answers based on how quickly they answer.Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com3tag:blogger.com,1999:blog-5303307482158922565.post-69803894222965197442016-03-07T15:14:00.001-08:002016-03-09T16:34:00.376-08:00A Huge Bunch of Lovely LinksI have so many tabs with cool math posts, I don't know if I can possibly get them all into this collection. (I never seem to have enough time to finish, and then more goodies accumulate.)<br /><br /><b><br /></b><b>Math & Teaching Ideas I might use</b><br /><ul><li>I want to show this to my pre-calc class as part of their intro to trig: <a href="https://www.facebook.com/worldofskipper/videos/241010499356393/" target="_blank">sailboat leans to get under bridge</a></li><li>Wild Maths has a lovely collection of questions with photos: <a href="http://wild.maths.org/tags/move-it-prove-it" target="_blank">Move it to prove it </a></li><li><a href="http://samjshah.com/2016/01/17/snug-angles/" target="_blank">Snug angles</a>, from Sam Shah. He's doing it with a geometry class. I'm wondering if it might be good at the beginning of the trig unit. </li><li>As I prepared for Math Jam, our 3-day pre-semester math boost, I found lots of cool ideas here: <a href="http://map.mathshell.org/lessons.php" target="_blank">Math Assessment Project</a> (assessment doesn't sound promising, but these activities have lots of open-ended questions)</li><li>I just learned that if you start with the harmonic series, which diverges, and <a href="https://collegemathteaching.wordpress.com/2016/01/14/trimming-a-divergent-series-into-a-convergent-one/" target="_blank">take out all the terms with 9s in the denominator</a>, <a href="http://blogs.ams.org/blogonmathblogs/2015/12/21/mind-blowing-math-reminiscence" target="_blank">you'll get a converging series</a>. Too weird. I don't understand it yet, but I sure want to. (for Calc II)</li><li><a href="https://makingmathpeople.wordpress.com/2016/01/17/2016-blogging-initiative-week-2" target="_blank">Geometric construction on sciencevsmagic.net.</a> (I knew about this site, but reading this post made me decide to use it in Math Jam to get them playing around.)</li><li><a href="http://www.whatdowedoallday.com/2016/01/mobius-strip-hearts.html" target="_blank">Mobius Hearts.</a> Too fun not to do. (I didn't use it, though. Too overwhelmed this past month to do anything new...)</li><li>Sam Shah made<a href="http://explore-math.weebly.com/" target="_blank"> </a><a href="http://explore-math.weebly.com/" target="_blank">this fabulous website</a>, Explore Math, that pulls together gobs of cool math resources from the web. He has his students pick one (or was it a few?) to play around with and report on. I believe I'm going to do this in pre-calc.</li><li>What is proof? <a href="http://blog.amathknauft.com/2016/01/martin-asked-on-twitter-whether.html" target="_blank">Here's a good conversation</a> about proving the Pythagorean Theorem with visuals. Includes the best video I've ever seen, on my favorite proof.</li><li><a href="http://www.appetite-for-instruction.com/my-favorite-trig-tale/" target="_blank">Trig Fairy Tales</a> (having students write them) </li><li><a href="https://plus.maths.org/content/ping-pong-balls-and-super-powers" target="_blank">Infinity is so weird!</a> (infinite ping pong balls in, infinite ping pong balls out, how many left in?)</li><li><a href="https://plus.maths.org/content/population-growth" target="_blank">Infinite sums and China's demographics</a> </li><li><a href="http://tube.geogebra.org/material/simple/id/134244" target="_blank">Algebra Aerobics Stick Figure in Geogebra</a></li></ul><b></b><br /><b></b><br /><b>Problem Solving</b><br /><ul><li><a href="https://plus.maths.org/content/dropping-eggs-solution" target="_blank">Finding out how far you can drop an egg without breaking it</a></li><li><a href="http://musingmathematically.blogspot.com/2016/02/candies-pennies-and-inequalities.html" target="_blank">Systems of equations, using a problem with no solution</a></li><li><a href="https://mikesmathpage.wordpress.com/2016/01/18/my-favorite-watching-problem-solving-ideas-develop/" target="_blank">On problem solving, with videos</a>. I might give the absolute value problem in precalc, as a challenge.</li><li><a href="http://musingmathematically.blogspot.com/2016/02/my-favourite-surface-area-question.html" target="_blank">Doubling surface area, a good question </a></li><li><a href="http://considerlearning.com/2016/02/08/5-minute-problems-to-five-year-problems/" target="_blank">What's the longest time you've ever spent solving a problem?</a></li><li><a href="http://aperiodical.com/2016/02/open-season-pancake-flipping/" target="_blank">Flipping pancakes</a> </li></ul><br /><b><br /></b><b> </b><br /><b>Using Desmos</b><br /><ul><li><a href="http://mrhonner.com/archives/15951" target="_blank">An introduction to desmos</a> </li><li><a href="http://blog.amathknauft.com/2016/01/designing-and-assessing-desmos-calculus.html" target="_blank">Linearization in Calculus</a>, an amazingly detailed lesson using desmos, with commentary about how students did with it</li><li>I do a unit in trig called Days Of Our Lives, using minutes of daylight on each day of the year as data, and getting students to construct an equation for it. This <a href="https://student.desmos.com/activitybuilder/student/56ad0a34dd023fde0ba35760" target="_blank">Moon Illumination project</a> someone made on desmos using the activity builder looks like something I could imitate. (Where did they get their data? Who made this?)</li><li><a href="http://musingmathematically.blogspot.com/2016/01/desmos-art-project.html" target="_blank">Desmos art project </a></li></ul><br /><br /><b>On Teaching</b><br /><ul><li><a href="https://problemproblems.wordpress.com/2015/12/27/the-problems-of-writing/" target="_blank">Michael Pershan, on writing about teaching</a><b> </b></li><li><a href="http://blog.peerinstruction.net/2016/01/08/how-to-help-people-remember-what-they-learn/" target="_blank">How to help people remember what they learn (using retrieval practice)</a></li><li>How do you respond to wrong answers? <a href="http://profteacher.com/2016/01/16/explanatory-power-of-the-hierarchy-of-student-needs/" target="_blank">This post helps me think about that.</a></li><li>A good summary of <a href="https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/" target="_blank">Dweck's Mindset research</a> </li><li><a href="https://researchinpractice.wordpress.com/2016/01/28/lessons-from-bowen-and-darryl" target="_blank">Ben Blum-Smith on the strategies used at PCMI</a>. "when students are talking to the room it is always students that Bowen and Darryl have preselected to present a specific idea they have already thought about. They <i>never</i> ask for hands, and they never cold-call. <i>This means they already know more or less what the students are going to say." </i>And then <a href="http://cheesemonkeysf.blogspot.com/2016/02/lessons-from-lessons-from-bowen-and.html" target="_blank">Elizabeth responded</a>. I loved her katamari.<i><br /></i></li><li><a href="http://prairiecreek.typepad.com/herons/2016/02/lets-talk-about-it.html" target="_blank">Using sentence starters for math conversations</a> with 4th and 5th grade students </li><li><a href="http://www.fractiontalks.com/p/how-to.html" target="_blank">Fraction talks </a></li><li><a href="http://learn-always.com/2016/01/20/my-favourite-getting-students-talking-to-each-other-about-math-mtbos/" target="_blank">Getting students talking to each other</a> </li><li><a href="http://education.lms.ac.uk/2016/02/ronnie-brown-answer-to-a-students/" target="_blank">Getting students not to fear confusion</a> </li><li><a href="http://www.cbc.ca/news/health/physical-activity-class-lessons-1.3460346" target="_blank">Physical activity during lessons improves learning</a> (research with elementary students, but I imagine it would help my college students too. Yikes! I don't like this perspective: "the researchers found no differences on reading scores. They think activity works better for subjects with a lot of memorization and repetition." Math should not have lots of memorization!)</li><li><a href="https://www.washingtonpost.com/local/education/teachers-are-using-theater-and-dance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195-2e29a4e13425_story.html" target="_blank">More movement and math</a>...</li><li>If I were a high school teacher, I'd seriously consider this. <a href="http://blog.amathknauft.com/2016/02/notes-and-homework-structures-calc-bc.html" target="_blank">Metacognition and homework</a></li><li><a href="http://www.tandfonline.com/doi/full/10.1080/10511970.2015.1027837" target="_blank">On Metacognition</a> (download pdf, interesting part for me is sections 3 and 4) </li></ul><a href="http://blog.peerinstruction.net/2016/01/08/how-to-help-people-remember-what-they-learn/" target="_blank"><br /></a><b><br /></b><b>Science</b><br /><ul><li><a href="http://ncase.me/emoji-prototype/?remote=-K71iWhftjtOIfx6b2Fo" target="_blank">Simulation, mathematically modelling</a> how chemistry and growth work together</li></ul><br /><b>Statistics</b><br /><ul><li><a href="http://drhagen.com/blog/the-missing-11th-of-the-month/" target="_blank">The missing 11th of the month</a></li><li><a href="http://markkreie.blogspot.com/2016/01/my-favorite-linear-regression-movies.html" target="_blank">Linear Regression and Movies</a></li><li><a href="http://www.johndcook.com/blog/2016/02/20/the-empty-middle-no-one-is-average/" target="_blank">Why no one is average</a> </li></ul><br /><br /><b>Estimation & Elementary</b><br /><ul><li><a href="http://gfletchy.com/the-apple/" target="_blank">How many blocks will equal an apple?</a> (3-act lessons, with video) </li><li><a href="https://aerecord.wordpress.com/2016/01/18/my-favorite-activity-number-talks/" target="_blank">Number Talks</a></li><li>Pre-algebra: <a href="http://www.mathedpage.org/manipulatives/slides/lg-2d-arithmetic/lab-gear-2d-arithmetic/assets/player/KeynoteDHTMLPlayer.html#15" target="_blank">Working with signed numbers</a></li></ul><br /><br /><b>Math for Parents</b><br /><ul><li><a href="http://education.lms.ac.uk/2015/08/parents-math-anxiety-can-undermine-childrens-math-achievement/" target="_blank">Parents’ Math Anxiety Can Undermine Children’s Math Achievement</a></li><li>Fractions may be elementary (previous topic), but the idea of fractions is also the first math concept that messes a lot of people up. Here's <a href="http://gdaymath.com/courses/fractions-are-hard/" target="_blank">James Tanton's new collection on fractions</a>. </li><li><a href="http://education.lms.ac.uk/2016/02/when-did-you-stop/" target="_blank">When did you stop</a> playing around with mathy ideas?</li><li> A video about <a href="http://gfletchy.com/2016/03/04/the-progression-of-addition-and-subtraction/" target="_blank">what kids learn in the early grades about addition and subtraction</a> (Please let me know what you think!)</li><li><a href="http://ww2.kqed.org/mindshift/2013/10/01/finding-the-beauty-in-math/" target="_blank">Finding the Beauty in Math</a> </li></ul><br /><b>Social Justice</b><br /><ul><li><a href="https://sonatamathematique.wordpress.com/2016/02/21/an-evolution-of-my-reaction/#comment-723" target="_blank">On responding to people's surprise that I'm a math teacher</a></li><li><a href="http://considerlearning.com/2016/01/27/an-actual-response-to-chief-justice-roberts/" target="_blank">How affirmative action makes for a better physics education</a></li><li>"<a href="http://hiphopchess.blogspot.com/2016/02/why-dont-black-kids-like-math-and.html" target="_blank">Why Black kids don't like math...</a>" </li><li><a href="http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/270/169" target="_blank">The master's tools...</a> (Dr. Danny Martin's talk at NCTM conference)</li></ul><br /><br /><br /><b>Playing with Math</b><br /><ul><li>As usual, <a href="http://gameaboutsquares.com/" target="_blank">this game (called this game is about squares)</a> is more about logic than about math. What I'm finding interesting is how impossible it seems, and then when I (and others) go away and come back, it can suddenly seem so easy.</li><li> Tracy Zager wrote a great post on <a href="https://tjzager.wordpress.com/2016/01/05/my-criteria-for-fact-based-apps" target="_blank">evaluating math fact apps</a>. Lots of good ones are mentioned in the comments. [My comment: I would really love to be able to find this app online so I can recommend it. I have this game on my phone. It seems to be called 1 Whole. There are rectangular shapes that fill with liquid. You push one toward another and they go together if the sum is less than or equal to one. You watch the liquid rise. If it’s 1, it goes away and you get points. You keep going until the screen is full of things that won’t combine (sum > 1). There is no time pressure, the conceptual basis seems strong to me, and mistakes aren’t allowed. No penalties, no bad sounds, it just won’t work. I think it’s pretty good. I wish I could find it online. Cna anyone help me?]</li><li>Kids like doing the simple math involved in thinking about the Collatz Conjecture. [Start with any number (whole, >1). If odd, triple it and add 1. If even, cut in half. Repeat. Does this always end up at 1? Conjecture is 'yes'.] Mathematicians don't know the answer, but they like to explore the question in sophisticated ways. Here's a <a href="http://gottwurfelt.com/2016/01/10/logarithmic-approximations-for-collatz/" target="_blank">post on what sorts of functions come close</a> to modeling the number of steps it takes to get to 1 from each number.</li><li>This game would have made it into my book, I think. <a href="https://mindfull.wordpress.com/2016/01/10/cross-over-a-game-for-practicing-addition-and-subtraction/" target="_blank">Cross Over</a> looks like it has enough strategy to entertain us jaded adults, and it's for addition and subtraction practice. Coolo.</li><li>Not math. Go. <a href="http://aperiodical.com/2016/01/learning-to-play-go/" target="_blank">Learning to play go</a>. </li><li>New game for iphone (really, it's logic not math), <a href="http://blog.tanyakhovanova.com/2016/02/ringiana/" target="_blank">Ringiana </a></li><li>I love <a href="https://mikesmathpage.wordpress.com/2016/02/04/i-think-you-can-share-the-surreal-numbers-with-kids/comment-page-1/#comment-1992" target="_blank">surreal numbers</a>. I need to come back and read this more carefully when I have more time to play with it. </li><li>A silly little game. Totally violates Tracy's criteria (nothing timed). But mathy folk may like it. <a href="http://isthisprime.com/game/" target="_blank">How many primes can you identify in a minute</a> (with no mistakes)? (Use y and n for y and no.)</li></ul><br /><br /><b>Books</b><br /><ul><li>Here's a great list of <a href="http://aperiodical.com/2016/01/books-a-14-year-old-whos-good-at-maths-might-enjoy/" target="_blank">fun math books</a>, compiled with a 14-year-old in mind, but almost all good for adult mathophiles too. I think <a href="https://mikesmathpage.wordpress.com/2016/01/18/some-book-suggestions-for-a-14-year-old-who-loves-math/" target="_blank">this list</a> came from the same question and has a different set of books.</li><li>My publisher is having a <a href="http://naturalmath.com/goods/" target="_blank">sale</a>. All 5 books published by <a href="http://naturalmath.com/goods/" target="_blank">Natural Math</a> for $50 total. What a great way to expand your playful math collection. </li></ul><ul></ul>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com4tag:blogger.com,1999:blog-5303307482158922565.post-6139186327488816372016-01-16T22:14:00.000-08:002016-01-16T22:14:23.621-08:00My Favorite Course (to teach): Calculus<b><span style="color: #cc0000;"><span style="font-size: large;"><span style="color: #3d85c6;">Why is calculus my favorite?</span> Let me count the ways ...</span></span></b><br /><ol><li>It tells a story.</li><li>It has cool historical connections,</li><li>... and great connections to science.</li><li>It's a good time to help students start to see what proof means.</li><li>I keep learning more.</li></ol><br /><br /><b>Calculus Tells a Story...</b><br />...if we let it. And the conventional textbooks don't. So I used two different creative commons texts (Boelkins and Hoffman), some of my own materials, and a few things from some of my favorite bloggers, and I made a coursepack to use for the first three weeks. I gave a talk about it at the Joint Mathematics Meeting a week ago. As part of my preparation for that, I made a new blog page. Click 'calculus' above, and you'll see all of my materials, including the slides from my talk, links to the creative commons texts I used, and lots more.<br /><br />What stories does calculus tell? It takes one of the central concepts from algebra, that of slope, and twists it so it will work for curves. To do that, we need to consider two points that are "infinitely close together," whatever that means. So we have to delve into the weirdness of "infinitely close." Once we get good at all that, we can find out where things reach their maximum and minimum values, and use that to graph all sorts of curves. We also use that to optimize, to get the most volume with the least surface area (when building boxes), for instance. And then we play with finding areas of strange shapes, and how that's connected to slopes. <br /><br /><b><br /></b><b><br /></b><b>Calculus has cool historical connections, and great connections to science.</b><br />Archimedes figured out all sorts of things that are really a part of calculus (call it proto-calculus), and used the 'method of exhaustion' which is a foundation for what we now do with limits. Newton and Leibniz are credited with inventing calculus, even though lots of what we do in Calculus I had already been figured out. The main thing they discovered was what we call the Fundamental Theorem of Calculus, which says that areas and rates of change are inverse functions. It makes sense that two different people invented calculus because it was needed at the time for the science questions that were being considered: lenses and light, paths of planets, gravity, angle to shoot a cannon, volume of the Earth. And then it took 150 years to get that limit thing just right, and another 150 years (in 1960 Abraham Robinson invented non-standard analysis) to prove that Newton's original conception (of fluxions) wasn't so far off.<br /><a href="http://2.bp.blogspot.com/-AYDhD3yloxg/Vpsp8ICsNzI/AAAAAAAABpA/rubX2d-kln0/s1600/220px-CircleArea.svg.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-AYDhD3yloxg/Vpsp8ICsNzI/AAAAAAAABpA/rubX2d-kln0/s200/220px-CircleArea.svg.png" width="184" /></a><br /><br /><br /><b>It's a good time to help students start to see what proof means.</b><br />Did you realize that the two 'formulas' we all know for circles are very different sorts of creatures? The first, C=2*pi*r, is really just a restatement of a definition. pi is <i>defined</i> to be C(ircumference) over D(iameter), so it takes 2 or 3 algebraic steps to get to C=2*pi*r. But the other, A = pi*r<sup>2</sup>, should be proved. The simplest almost-proof comes from cutting the circle up and rearranging it.<br /><br /><br /><br /><b>I keep learning more.</b><br />I learned two cool things while preparing for that talk: <a href="http://mathmamawrites.blogspot.com/2016/01/newton-and-notion-of-limit-he-knew-more.html" target="_blank">Newton had a clearer conception of limits than we usually think</a>, and <a href="http://mathmamawrites.blogspot.com/2015/12/the-roots-of-calculus-archimedes.html" target="_blank">Archimedes' calculation of an approximation for pi</a> was easier to follow than I would have imagined, and really simple and beautiful (in our modern notation).<br /><br />And to make this post a fun one for all you MTBOS folks, here's the worksheet I designed to share with my calculus class (.<a href="https://drive.google.com/file/d/0B4Lou9CsLnQxQTR1X0RzU1VCZWc/view?usp=sharing" target="_blank">doc</a> and .<a href="https://drive.google.com/file/d/0B4Lou9CsLnQxWV9UMVVza0Nldlk/view?usp=sharing" target="_blank">pdf</a>), leading them through Archimedes' first few steps as he worked toward the 96-gon to approximate pi. Go ahead, try it and put your answer for the 96-gon in the comments. (I couldn't find it anywhere else online!)<br /><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-i10vclQgGmw/VpsvZavb-hI/AAAAAAAABpU/sbwLX3foai0/s1600/pi%2Bworksheet%2Bimage.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="457" src="http://2.bp.blogspot.com/-i10vclQgGmw/VpsvZavb-hI/AAAAAAAABpU/sbwLX3foai0/s640/pi%2Bworksheet%2Bimage.png" width="640" /></a></div><br /><br /><br /><br />_____<br /><span style="font-size: x-small;">*(There's a better way to show word docs, right? Someone tell me. I should know that after all these years of blogging!)</span>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com2tag:blogger.com,1999:blog-5303307482158922565.post-11228907619096759132016-01-02T09:07:00.000-08:002016-01-02T09:07:00.814-08:00Newton and the Notion of Limit (he knew more than I thought he did)Preparing to give a math talk has been very educational for me. I posted about ten days ago about finally figuring out <a href="http://mathmamawrites.blogspot.com/2015/12/the-roots-of-calculus-archimedes.html" target="_blank">how Archimedes calculated pi with his 96-gon</a>.<br /><br />Now I just found out that <a href="http://www.sciencedirect.com/science/article/pii/S0315086000923012" target="_blank">Newton wrote more about limits than we're usually led to believe</a>. In 1687, Newton wrote:<br /><br /><blockquote class="tr_bq"><span style="font-size: small;"><span style="font-family: "Times";">"Those ultimate ratios ... are not actually ratios of ultimate quantities, but limits ... which they can approach so closely that their difference is less than any given quantity...." </span></span></blockquote><br />This quote comes from Bruce Porciau's paper, <a href="http://www.sciencedirect.com/science/article/pii/S0315086000923012" target="_blank">Newton and the Notion of Limit</a>, in Historia Mathematica. He gives much more evidence that Newton understood the limit concept pretty well.<br /><br />I guess I can still say that it took the best minds in all the world 150 years to come up with a precise definition of limit. But Bishop Berkeley's complaint ...<br /><blockquote class="tr_bq">"And what are these Fluxions? The Velocities of evanescent Increments? And what are these same evanescent Increments? They are neither finite Quantities nor Quantities infinitely small, nor yet nothing. May we not call them the ghosts of departed quantities?"</blockquote>... now seems to me more the product of a small mind and less the careful quest for precision of a mathematician. Now I lean more toward thinking Newton (and Leibniz?) got it, but it took 150 years for a mathematician to create a precise definition that would convince all the other mathematicians. Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com2tag:blogger.com,1999:blog-5303307482158922565.post-37513673826811674512016-01-02T08:01:00.001-08:002016-01-02T08:01:12.059-08:00Joint Mathematics Meetings in Seattle this coming weekI leave on Wednesday for the <a href="http://jointmathematicsmeetings.org/jmm" target="_blank">Joint Mathematics Meetings</a> in Seattle. I'm giving a talk there on using creative commons textbooks in calculus. Friday, 1:20pm, room 620. I'd like to meet online friends there!Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com0tag:blogger.com,1999:blog-5303307482158922565.post-77443934460629170002015-12-27T17:51:00.002-08:002015-12-27T17:51:58.773-08:00Does your kid hate math? Try a new angle.Long before I became a parent, in my teaching (of community college students), a number of them told me how bad they were at math even though their mom or dad taught it. I figured the parents pushed too much or something. (Blame the parents much, do we?) I ‘knew’ I wouldn’t do that.<br /><br />Well, I don’t think I pushed. But my son hates math, and is consequently way behind his peers. (He unschooled for years and there was no ‘behind’. But he chose to go to a regular middle school this year, where the other kids have mostly had the standard schooling.) So when two people I respect got into a meaty conversation about this, my antennae popped up. They’ve allowed me to share this conversation, which occurred in a closed group on Facebook called <a href="https://www.facebook.com/groups/1001mathcircles/" target="_blank">1001 Math Circles</a>. (Ask to join if you’d like - group description: A place to share and discuss your #mathcircles plus learn more about the Natural Math principles! Run by Shelley Nash and Maria Droujkova of NaturalMath.com.)<br /><br /><br /><br /><br /><i>Lhianna</i>: Hi. I'm a homeschool mom of daughters 7 and 13. I absolutely love math and creative problem-solving and my oldest daughter hates it. My failure to transfer my love of math to her drove me to find better ways of teaching and sharing the beauty and excitement that I see. I found out about Math Circles and have done <a href="http://themathcircle.org/" target="_blank">the summer training camp with Bob and Ellen Kaplan</a> for several years now. I run Math Circles around Philadelphia as time and opportunity allow. I love getting inspired by all the great ideas of a wonderful math community like this one. Thanks for letting me join!<br /><br /><br /><i>Maria</i>: Lhianna, welcome! The Kaplans’ community is wonderful. Maybe we can have a live chat sometime about your circles? When someone hates math, there is usually what I call a grief story. Even with homeschooling, our children can get enough grief "second-hand" from us, or from the society... When I ask people who hate math what happened to them, they usually do know, and tell their stories. Do you know what happened to your 13-year-old? And what does your 7 year-old like to do? It's such interesting age for girls!<br /><br /><br /><i>Lhianna</i>: My 7 year-old loves logic problems. (The island of knights and knaves kind. I have a special fondness for all of Raymond Smullyan's books!) She likes unit origami (especially the sonobe units). And she seems fascinated by anything to do with parity. Also building with geometric shapes of all kinds.<br /><br />I think my 13 year-old has a deep fear of getting things wrong in any subject and in general in life. In other subjects she finds ways around it. But it is especially devastating for mathematical exploration. You really have to try many different avenues and be able to look at your failures and analyze them to arrive at a solution in math. Math is about exploring what is unknown to you and she can't stand that. She prefers the familiar.<br /><br />It has been an interesting journey for me. I started thinking how lucky she is to get an exploratory background in math. I then realized my own shortcomings that, while I loved to explore math, I hadn't been able to communicate that idea to my child. Which led me on a wonderful journey of discovering Math Circles and many more amazing people and sources full of creative ideas about learning math.<br /><br />But as my daughter continued to hate it (and trying to do math with other people too, not just me), I also learned that math is not for everyone like I originally thought. It's ok now that she doesn't like math! That is a homeschooling journey to learn and accept this. (When she does do some math she is perfectly able to learn and understand the concepts. She just has zero interest and will not voluntarily spend any time on math study).<br /><br />I am currently dragging her through "The Art of Problem Solving" book series so she can have enough math to go on to higher education. (And it's a pretty decent series for a textbook!) I am very much an amateur. I am constantly learning and open to new ideas. Any suggestions would be greatly helpful.<br /><br /><br /><i>Maria</i>: Lhianna, thank you for sharing. Yes, I am with you - love of math for its own sake isn't for everyone (just like any other area); but I do feel that everyone can feel good doing some math-rich activities in their own ways. I see a pattern in your interaction with math and with your 13 year-old. Do most of your math activities center on problem-solving?<br /><br />In contrast, have you ever tried math activities that don't involve problems, solutions, answers, or unknowns? There are activities where you: (1) only work with what you know, and (2) don't seek any answers or solutions. When I say that now, can you picture 4-5 examples of activities that I am talking about?<br /><br /><br /><i>Lhianna</i>: Not off the top of my head. What kinds of activities are you thinking about?<br /><br /><br /><i>Maria</i>: Logic is so lovely! Smullyan's books made a difference for many people. <a href="http://naturalmath.com/camplogic/" target="_blank"><i><b>Camp Logic</b></i></a>, which we published this year, is one of our most popular books, too. I just sent three big boxes of it to groups. Next year, "Bright, Brave, Open Minds" will be out, by Julia Brodsky - there are very lovely logic activities in there, too. Here are a few things to try from that book:<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-uPUmmRWhwfE/VoCVCbiH4eI/AAAAAAAABn0/4cg41Z8ccU0/s1600/brodsky%2Bi%2Bam%2Blying.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://3.bp.blogspot.com/-uPUmmRWhwfE/VoCVCbiH4eI/AAAAAAAABn0/4cg41Z8ccU0/s640/brodsky%2Bi%2Bam%2Blying.jpg" width="414" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-5WNZSdiRlfE/VoCVDhUDAUI/AAAAAAAABn8/hCgHa2ovlb0/s1600/brodsky%2Bdinosaurs.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="497" src="http://1.bp.blogspot.com/-5WNZSdiRlfE/VoCVDhUDAUI/AAAAAAAABn8/hCgHa2ovlb0/s640/brodsky%2Bdinosaurs.jpg" width="640" /></a></div><br /><br /><br /><i>Lhianna</i>: I see my 13 year-old use math in other activities (she really likes to cook and make up her own recipes which involves experimentation and therefore doubling and tripling many measurements as well as analyzing the ratios of one ingredient to another). Is this what you are talking about? Or math games? She likes to play SET.<br /><br /><br /><i>Maria</i>: Lhianna, so the goal is to find math-rich activities that: (1) are not problem-solving, and (2) center on what you already know, and yet (3) are open and can be made uniquely yours. Let’s see if we can find a fresh angle on what your daughter can try…<br /><ul><li>Storytelling. You tell what you know; you make the story interesting, fun, pretty, and may invent details, but you know your story (and math therein). Vi Hart videos are like that. Or storybooks like The Cat in Numberland.</li><li>Illustrations. Take something you know. Illustrate it with a picture, comic, video, toys, interpretive dance smile emoticon Basically, represent it by some medium you like. A lot of math comics are illustrations of math jokes, for example.</li><li>Programming. Take a formula or pattern you know and use, and make your computer (spreadsheet, solver, etc.) do it for you.</li><li>Scavenger hunt. Find some math idea you know (e.g. ratio) in what you like (e.g. Star Wars, your favorite park, or your room). Or find a lot of math ideas in one book, movie, room... Make a curated collection. There are a lot of those online. Have you tried that sort of approach? How did it go?</li></ul>SET is a very good game too. To use this as an example of doing what you like and know... We do this activity where we make our own set of SET cards from scratch, using our own shapes and themes. On the one hand, it's something you know. On the other, the amount of delicious a-ha moments you have along the way is just incredible!<br /><br /><br /><i>Lhianna</i>: Great idea! Thanks. And thanks for the advice. I will start looking for activities and examples that follow along the lines of familiar but open. I appreciate the new perspective.<br /><br /><br /><i>Maria</i>: I would love to hear what else you find, because you have such a thoughtful approach to the whole thing! Moving the focus to, "Love SET, like Vi Hart videos, like Tangram puzzles..." (from, "hate math").<br /><br /><br /><br />Do you have a kid who hates math? Do any of these ideas sound like something you might want to try out with them? <br />Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com2tag:blogger.com,1999:blog-5303307482158922565.post-73946664094019545982015-12-24T15:58:00.001-08:002015-12-24T15:58:43.484-08:00Question for my ReadersLately, when I'm trying to write a post, I often get shifted over to some sort of ad. Does that happen to any of you reading my posts? If it does, I may move my blog over to Wordpress.Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com8tag:blogger.com,1999:blog-5303307482158922565.post-55768467239837351942015-12-23T21:31:00.000-08:002015-12-28T19:41:53.779-08:00The Roots of Calculus - ArchimedesArchimedes did a lot that nowadays looks like calculus...<br /><br />He determined the value of pi very precisely, by starting with a hexagon inscribed in a circle, then a 12-sided polygon, then he kept doubling the number of sides until he got to a 96-gon. A procedure like this is called the 'method of exhaustion', and it looks a lot like what we do nowadays with limits.<br /><br />I am embarrassed to admit that I couldn't figure out how he did it. (I think I was focusing on area, and that might be harder.) I just found <a href="https://www.youtube.com/watch?v=_rJdkhlWZVQ" target="_blank">a great video by David Chandler</a> (whose youtube channel is Math Without Borders).<br /><br />Here's a summary:<br />Start with a hexagon inscribed in a circle of radius 1 (giving diameter of 2). The perimeter of the hexagon will be 6. This gives a lower bound on pi, which is the ratio of circumference to diameter. We know the circumferences is bigger than this perimeter of 6, so pi is bigger than 6/2 = 3.<br /><br />If you cut one of the triangles that made the hexagon into two, you get a radius that crosses a side of the hexagon at right angles. You can use the Pythagorean Theorem (twice) to find the new side length. Repeat 3 times and you're at the 96-gon. Archimedes had none of our technology, and little or none of our algebraic symbolism, so the calculations were much harder for him. We can do all this on a spreadsheet, and up comes pi (if you have a column for the perimeter over the diameter). So satisfying!<br /><br />If this doesn't make sense, watch <a href="https://www.youtube.com/watch?v=_rJdkhlWZVQ" target="_blank">this lovely video</a>. Thank you, David!<br /><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/_rJdkhlWZVQ/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/_rJdkhlWZVQ?feature=player_embedded" width="320"></iframe></div><br /><br />Archimedes did a lot more than find a value for pi! What's your favorite bit of calculus that started out with Archimedes?Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com9tag:blogger.com,1999:blog-5303307482158922565.post-12688593991900354262015-12-21T09:08:00.000-08:002015-12-21T18:18:34.784-08:00Fun Mathy BooksIs it too late to suggest good holiday gifts<i><b>? </b></i>Here are some books I think you might like.<br /><br /><br /><br /><i><b><a href="http://www.amazon.com/This-Not-Maths-Book-Activity/dp/1782402055" target="_blank">This is Not a Math Book</a></b></i>, by Anna Weltman<br /><br /><i><b><a href="http://www.abebooks.com/servlet/BookDetailsPL?bi=17662548102" target="_blank">Patterns of the Universe: A Coloring Adventure in Math and Beauty</a></b></i>, by Alex Bellos <br /><br /><a href="http://www.abebooks.com/servlet/BookDetailsPL?bi=17481782380" target="_blank"><b><i>Mathematical Mindsets</i></b></a>, by Jo Boaler<br /><i><br /></i><a href="https://www.bookbyte.com/textbooks/intentional-talk-how-to-structure-and/9781571109767-1571109765" target="_blank"><i><b>Intentional Talk: How to Structure and Lead Productive Mathematical Discussions</b></i></a>, by Elham Kazemi <i><br /></i><br /><br />Dan MacKinnon wrote a lovely review of a book I hadn't heard of before, at his blog, Math Recreation. Here's the beginning of it...<br /><blockquote class="tr_bq">In <i><b><a href="http://www.bookfinder.com/search/?ac=sl&st=sl&ref=bf_s2_a1_t1_1&qi=.Mzh9tzyG8iHT9ljpY0FCP6W5As_1450617514_1:33:543&bq=author%3Divan%2520moscovich%26title%3Dpuzzle%2520universe" target="_blank">The Puzzle Universe: A History of Mathematics</a></b></i>* <b>in 315 Puzzles </b>(TPU), <a href="http://yoz.com/wired/2.09/features/moscovich.html">Ivan Moscovich</a> stretches the concept of puzzles to encompass almost anything that combines curiosity and playfulness (<i>playthinks</i> is his preferred term for this more general category of puzzling items). No surprise - these playful curiosities are inherently mathematical. In an informal and accessible way, Moscovich details the development of these puzzles, revealing their surprising family resemblances and the deep mathematics behind their playful exterior. [<a href="http://www.mathrecreation.com/2015/12/a-universe-of-puzzles.html" target="_blank">read the rest at Dan's blog...</a>] </blockquote> <br />And of course, there's my book, <b><a href="http://naturalmath.com/playingwithmath/" target="_blank"><i>Playing with Math: Stories from Math Circles, Homeschoolers, and Passionate Teachers</i></a></b><i>, </i>along with <a href="http://naturalmath.com/goods/" target="_blank">all the other cool books at Natural Math</a>.<br /><br /><br /><br /><br /><br /><span style="font-size: x-small;">_________</span><br /><span style="font-size: x-small;">*This link goes to bookfinder.com, which will point to other sites. It's the best way I know of to find the least expensive copy available. (My other links point to the sites that were cheapest at bookfinder on the day I wrote this.)</span>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com2tag:blogger.com,1999:blog-5303307482158922565.post-46992092513026887362015-12-21T08:53:00.001-08:002015-12-21T09:03:56.799-08:00Lots of LinksFor months I've been saving cool things in tabs in my browser. I think I was up to over 80 tabs when I started cleaning up yesterday. Here are the goodies... <br /><br /><ul><li><a href="http://wild.maths.org/solve-very-old-problem" target="_blank">Trisect the Angle</a> (using origami axioms)</li><li><a href="https://rootsoftheequation.wordpress.com/2015/12/14/growth-vs-fixed-mindset-on-npr/" target="_blank">Growth Mindset</a> (a conversation with Neil deGrasse Tyson)</li><li><a href="http://denisegaskins.com/2015/12/15/understanding-math-area-of-a-rectangle/#comment-143037" target="_blank">Denise Gaskins on Understanding Math</a> (She references an article by Richard Skemp that differentiates between 'instrumental' and 'relational' understanding.)</li><li><a href="https://plus.maths.org/content/what-are-sigma-levels" target="_blank">What are sigma levels?</a> (statistics)</li><li><a href="http://www.npr.org/sections/thetwo-way/2015/08/14/432015615/with-discovery-3-scientists-chip-away-at-an-unsolvable-math-problem?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20150814" target="_blank">A new pentagon for tiling the plane</a></li><li><a href="https://christopherdanielson.wordpress.com/2015/12/16/project-pentagon/" target="_blank">Project Pentagon</a> (Christopher Danielson is playing around, and thinking about the math.)</li><li><a href="http://www.intmath.com/integration/6b-fundamental-theorem-calculus-interactive.php" target="_blank">Fundamental Theorem of Calculus with proofs and an applet</a></li><li><a href="http://www.geogebra.org/student/m59882" target="_blank">What is a radian?</a> (geogebra applet)</li><li><a href="http://mathybeagle.com/2015/12/02/making-groups-work/" target="_blank">Teaching students to work well in groups</a></li><li><a href="http://mathwithbaddrawings.com/2015/10/28/the-differentiation-a-survivors-tale/" target="_blank">The Differentiation: A Survivor's Tale</a> </li><li><a href="http://www.intmath.com/blog/mathematics/wallis-pi-and-quantum-theory-10494" target="_blank">John Wallis, Pi, and Quantum Theory</a> (I need to read this again, and the next one)</li><li><a href="https://plus.maths.org/content/ramanujan" target="_blank">Ramanujan and Fermat's Last Theorem</a></li><li><a href="http://blogs.scientificamerican.com/roots-of-unity/teaching-the-controversy-is-5-3-five-3s-or-three-5s/" target="_blank">Is 5x3 Five Threes or Three Fives?</a> (Scientific American)</li><li>Steven Strogatz, in Scientific American, on <a href="http://www.newyorker.com/tech/elements/einsteins-first-proof-pythagorean-theorem" target="_blank">Einstein's First Proof</a> (my favorite proof of the Pythagorean Theorem, based on symmetry)</li><li><a href="https://plus.maths.org/content/secret-club-diverse-triangles-0" target="_blank">Using theater exercises to teach math</a> (Malke would like this!)</li><li><a href="http://drawingonmath.blogspot.com/2015/11/sine-and-cosine-waves-with-activity.html" target="_blank">Trig graphs on Desmos</a> (using their new <a href="https://teacher.desmos.com/activitybuilder/" target="_blank">activity builder</a>)</li><li><a href="http://www.theatlantic.com/education/archive/2015/11/math-showing-work/414924/" target="_blank">If you can't explain it, does that mean you don't understand it?</a></li><li><a href="http://untilnextstop.blogspot.com/2015/11/what-it-means-to-slow-down-problem.html" target="_blank">What it means to slow down a (calculus) problem</a></li><li><a href="http://youcubed.org/">youcubed.org</a> is Jo Boaler's new site (her new book is <i>Mathematical Mindsets</i>, which I hope to review soon)</li><li><a href="https://plus.maths.org/content/plus-advent-calendar-door-4-konigsberg-movie" target="_blank">A video on the Konigsberg Bridges Problem</a></li><li><a href="http://prairiecreek.typepad.com/herons/2015/10/turtle-triangles.html" target="_blank">Turtle Triangles</a> (on programming using turtle)</li><li><a href="http://blogush.edublogs.org/2015/11/01/it-takes-courage-to-play-in-a-world-that-does-not-play/" target="_blank">It takes courage to play in a world that does not play</a></li><li><a href="http://samjshah.com/2015/11/05/playing-with-blocks-three-dimensional-visual-sequences/" target="_blank">High school students playing with blocks</a> (3D visual sequences)</li><li><a href="http://www.epsilon-delta.org/2015/10/related-rates-related-to-you.html" target="_blank">Making related rates relevant by using students' names</a></li><li><a href="http://musingmathematically.blogspot.com/2015/10/wodb-polynomial-functions.html" target="_blank">Which one doesn't belong? (with polynomial functions)</a></li><li><a href="http://homeschoolerpost.com/16105/130218/a/the-emotional-connection-to-math" target="_blank">Pam Sorooshian on emotions and math</a></li><li><a href="http://blog.plover.com/aliens/dd/intro.html" target="_blank">A message to the aliens</a> </li><li><a href="http://mathpages.com/rr/s8-01/8-01.htm" target="_blank">Kepler, Napier, and the Third law</a> (I'm trying to learn more of the history of calculus, to help me teach calculus more effectively. This article is good.)</li><li><a href="https://bookzoompa.wordpress.com/2015/05/03/the-animated-equation-book/" target="_blank">Function flip books </a>(I thought I was done, but twitter is dangerously good!)</li></ul><br /><br /><b>Games, Puzzles, & Problems</b><br /><ul><li><a href="http://gamedesign.jp/flash/chatnoir/chatnoir.html" target="_blank">Chat Noir</a> (Can you corral the cat? I did it once. Can't do it again.)</li><li><a href="http://wild.maths.org/drips" target="_blank">Drips</a> (a nim game)</li><li><a href="http://mrhonner.com/archives/15551" target="_blank">How many sides of a pentagon can you see?</a></li><li><a href="http://nautil.us/issue/30/identity/how-to-solve-the-hardest-logic-puzzle-ever" target="_blank">A very hard truth and lies logic puzzle</a></li><li><a href="http://matharguments180.blogspot.com/2015/10/497-factor-grids.html" target="_blank">Factor Grid</a> (I wonder if I could make up my own versions of this) </li><li><a href="http://cemc.uwaterloo.ca/resources/potw.php" target="_blank">Some good problems of the week</a> (this site changes each week)</li><li><a href="http://mrhonner.com/archives/7717" target="_blank">A simple trig challenge</a> (I need to save this for my precalc class)</li><li><a href="http://matharguments180.blogspot.com/2015/12/512-factory-ratios-3.html" target="_blank">Factory Ratios</a><a href="http://www.ohiorc.org/for/math/stella/setintro/problem.aspx?id=415#" target="_blank">Speed of sound</a></li><li><a href="http://samjshah.com/2015/09/03/blermions-cyclic-quadrilaterals-and-cross-chords/#comment-98592" target="_blank">Blermions (an approach to some geometry questions)</a></li><li><a href="http://dailydesmos.com/2015/11/04/parabola-of-lines-1-advanced/" target="_blank">Can you make this graph?</a></li></ul><br /><br />I have to admit that I skip the Intermediate Value Theorem when I teach Calc I (please tell me if you think I'm short-changing my students), but here are two great posts about it. <a href="http://blogs.scientificamerican.com/roots-of-unity/math-on-the-run/" target="_blank">If you ran a race at an average pace of 3:07 per kilometer, did you run any single kilometer in exactly 3:07?</a> (from Scientific American) and <a href="https://christopherdanielson.wordpress.com/2015/12/08/a-new-calculus-activity-builder-activity/" target="_blank">an activity using Desmos</a> (from Christopher Danielson).<br /><br /> <br /><br />Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com0tag:blogger.com,1999:blog-5303307482158922565.post-89944915388211293142015-10-25T12:37:00.001-07:002015-10-25T15:11:12.666-07:00Math Teachers at Play, #91<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-QWruwGBIqGg/Vi0SUnWqbeI/AAAAAAAABm4/mdwWFZG3TJ8/s1600/91.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-QWruwGBIqGg/Vi0SUnWqbeI/AAAAAAAABm4/mdwWFZG3TJ8/s200/91.jpg" width="200" /></a></div><span style="font-size: x-large;">Number 91</span> feels like we're closing in on 100. <a href="https://plus.maths.org/content/maths-minute-power-powers" target="_blank">The last time I hosted MT@P</a>, we were at #71 and I managed to include 71 posts. I wasn't quite that ambitious this time. (Old math posts don't go stale. You might enjoy browsing through a bunch of <a href="http://denisegaskins.com/mtap/" target="_blank">the old Math Teachers at Play blog carnivals</a>. And don't forget our partner carnival: the <a href="http://aperiodical.com/category/columns/carnival-of-mathematics/" target="_blank">Carnival of Mathematics</a>.) <br /><br />If there are 14 people in a group, and each shakes hands with each other, there will be 91 handshakes. (Can you see why?)<br /><br />91 = 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 + 11 + 12 + 13<br />(which makes it triangular)<br /><br />and<br /><br />91 = 7 * 13<br />(the middle and last numbers in the sum above)<br /><br />Will this always happen for triangular numbers?<br /><br /><br /><br /><br /><h3>Games & Puzzles</h3><ul><a href="http://4.bp.blogspot.com/-2d1H38gvef8/Vi0fgrMfN8I/AAAAAAAABnQ/q6qR6eKFUAk/s1600/number-tile-puzzles-primary.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-2d1H38gvef8/Vi0fgrMfN8I/AAAAAAAABnQ/q6qR6eKFUAk/s1600/number-tile-puzzles-primary.png" /></a><li><b>Shannon Duncan</b>, a 6th grade math & science teacher, shares <a href="http://blog.mindresearch.org/blog/game-based-learning-tips-from-math-educator" target="_blank">4 Reasons to Promote Math Success through Games</a> at the <i>MIND Research Institute</i> blog, illustrating her ideas with some of the games she has her students playing. I especially like the first point - making a mind-body connection.</li><li><b>John Golden</b> (@mathhombre) shares <a href="http://mathhombre.blogspot.com/2015/10/angle-of-coincidence.html" target="_blank">Angle of Coincidence</a> at his blog, <i>Math Hombre</i>, about an angle identification game he's developing. Ask your students to playtest it and give him feedback! John also wrote about the start of the semester, and included a game called <a href="http://mathhombre.blogspot.com/2015/09/a-sorted-beginning.html" target="_blank">In or Out?</a> that looks fun.</li><li><b>Jeff Trevaskis</b> shares a <a href="https://webmaths.wordpress.com/2015/10/18/multiplication-tic-tac-toe-in-3-acts/" target="_blank">Multiplication Tic-Tac-Toe Game</a> at his blog, <i>webmath<b>.</b></i><b> </b></li><li><b>Carole Fullerton</b> shares <a href="https://mindfull.wordpress.com/2015/10/17/number-tile-puzzles-primary-and-intermediate/" target="_blank">Number Tile Puzzles</a> at her blog, <i>Mathematical Thinking</i>.<b> </b></li><li><b>Gray Antonick</b> interviewed <a href="http://wordplay.blogs.nytimes.com/2015/06/01/salomon/" target="_blank">Paul Salomon in the New York Times Numberplay column</a>, about his Imbalance Puzzles, one of many puzzles and games featured in <i><b>Playing with Math: Stories from Math Circles, Homeschoolers, and Passionate Teachers</b></i> (my book, published in April!).</li></ul><h3> </h3><h3>Arithmetic</h3><ul><li><b>Denise Gaskins</b> (@letsplaymath) shares an old favorite, <a href="http://denisegaskins.com/2008/09/22/things-to-do-hundred-chart/" target="_blank">30+ Things To Do with a Hundred Chart</a>, at her blog, <i>Let's Play Math</i>.</li><li><b>Brian Bushart</b> (@bstockus) shares <a href="https://bstockus.wordpress.com/2015/01/" target="_blank">Fraction Number Sense</a> at his blog, <i>Teaching To the Beat of a Different Drummer</i>. </li><li><b>Lior Pachter</b> shares <a href="https://liorpachter.wordpress.com/2015/09/20/unsolved-problems-with-the-common-core/" target="_blank">Unsolved math Problems and the Common Core</a> at his blog, <i>Bits of DNA</i>. (Lior writes about computational biology. I found this post thanks to Andrew Knauft, at <a href="http://blog.amathknauft.com/2015/10/share-from-repository-weekly_18.html" target="_blank"><i>LimSoup</i></a>.)</li></ul><h3><b> </b></h3><h3><b>Geometry </b></h3><ul><li><b>Stephen Cavadino </b>(@srcav) shares <a href="https://cavmaths.wordpress.com/2015/10/21/parallelograms/" target="_blank">Parallelograms</a> at his blog, <i>cavmaths</i>, on a student's creative way to find the area of a parallelogram.</li><li><b>Ioana I Pantiru</b> (@LThMathematics) shares <a href="https://lifethroughamathematicianseyes.wordpress.com/2015/10/17/playing-with-paper-folding/" target="_blank">Playing with Paper Folding</a> at her blog, <i>Life Through a Mathematician's Eyes</i>, showing the steps of an origami construction. In her post, <a href="https://lifethroughamathematicianseyes.wordpress.com/2015/10/15/maths-class-everywhere-project/" target="_blank">Maths Class Everywhere</a>, she asks readers to take her survey of math classes around the world. </li><li><b>Curmudgeon</b> shares <a href="http://matharguments180.blogspot.com/2015/10/498-circles-on-lattice.html" target="_blank">Circles on a Lattice</a>, at their blog, <i>Math Arguments 180</i>. I wonder if this would make a good problem for a math circle... </li><li><b>Greg Blonder</b>, a professor of manufacturing and product design, shares <a href="https://plus.maths.org/content/trisecting-angle-ruler" target="_blank">Trisecting the Angle With a Straightedge</a>, at <i>Plus Maths</i>.</li><li>There have been lots of posts in the past few months about classifications of pentagons (<a href="http://www.theguardian.com/science/alexs-adventures-in-numberland/2015/aug/10/attack-on-the-pentagon-results-in-discovery-of-new-mathematical-tile" target="_blank">here's one</a>), because a new (15th) type of pentagon that will tile the plane was recently found. Here's <a href="http://mathtourist.blogspot.com/2010/06/tiling-with-pentagons.html" target="_blank">a good background post</a>, from before the discovery, from the <i>Mathematical Tourist</i>.</li></ul><h3> </h3><br /><h3>It's All Connected</h3><ul><li><b>Miss D</b> shares <a href="http://www.missdtheteacher.blogspot.co.nz/2015/10/age-of-ultron.html" target="_blank">The Age of Ultron</a> at her blog, <i>Miss D the Teacher</i>, about teaching a unit on artificial intelligence in a way that gets at the deep ideas and really gets students thinking, partly through connecting math, science, and art. </li><li><b>Henri Picciotto</b> (@hpicciotto) posts about <a href="http://blog.mathedpage.org/2015/10/more-on-programming-in-education.html" target="_blank">Computer Programming and Math Education</a>. </li><li>What is the distance to Mars? It changes depending where the two planets are in their orbits. <b>John D. Cook</b> <a href="http://www.johndcook.com/blog/2015/10/24/distance-to-mars/" target="_blank">explains the math</a>. </li><li><b>Michelle</b> shares <a href="http://prairiecreek.typepad.com/herons/2015/10/making-time-for-the-serindipitous.html" target="_blank">Making Time for the Serendipitous</a> at <i>The Rookery</i>.</li> </ul><ul> </ul><h3>Ideas for Learning ...</h3><ul><li><b>Kate Snow</b> (@katesmathhelp) shares <a href="http://kateshomeschoolmath.com/how-to-teach-your-kids-to-read-math-and-be-more-independent-too/" target="_blank">How to Teach Your Kids to Read Math</a> at her blog, <i>Kate's Homeschool Math Help</i>. I'm still trying to teach my college students how to read math, with some of the same tips. </li><li><b>Manan</b> (@shalock) shares <a href="http://mathmisery.com/wp/2015/08/31/becoming-mathematically-fluent/" target="_blank">Becoming Mathematically Fluent</a> at his blog, <i>Math Misery.</i></li><li><b>Shecky</b> (@sheckyr) shares <a href="http://math-frolic.blogspot.com/2015/10/true-deep-beauty-comes-only-with.html" target="_blank">True Deep Beauty ...</a> at his blog, <i>Math-Frolic</i>, about the how our understanding of math deepens.</li><li><b>Chris Rime</b> is making <a href="https://partiallyderivative.wordpress.com/2015/09/30/october-2015-problem-calendars/" target="_blank">monthly math calendars</a> (Algebra I, II, and Geometry), available as doc or pdf at his blog, <i>Partially Derivative</i>.</li></ul><br /><h3>... And Teaching</h3><ul><li><b>Tom Bennison</b> (@DrBennison) shares <a href="http://blog.ifem.co.uk/how-to-enjoy-your-nqt-year/" target="_blank">How to enjoy your NQT Year</a> at his blog, <i>Mathematics and Coding</i>. [I had to look up NQT. It means newly qualified teacher, and in England and Wales, you are "inducted" in your NQT year, (generally) your first year of paid teaching.] I like his suggestion to make time for doing some math(s) yourself. </li></ul><br /><br /><br /><h3>Announcements</h3>I'm going to the <a href="http://jointmathematicsmeetings.org/jmm" target="_blank">Joint Mathematics Meetings</a> in January in Seattle. I'd love to connect with other bloggers who are going. There's a <b>math poetry reading</b> plus art exhibit on Thursday evening at 5:30. You can get all the details from <a href="http://poetrywithmathematics.blogspot.com/2015/10/jmm-seattle-1-7-16-poetrymathart.html" target="_blank">JoAnne Growney's Intersections blog</a>.<br /><br />Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com0tag:blogger.com,1999:blog-5303307482158922565.post-45683635841537334102015-09-18T08:21:00.004-07:002015-09-19T11:35:29.397-07:00Joint Mathematics Meetings - Seattle in JanuaryI think I'd like to present. I've never done that at the JMM. I'd like your help. Here's (my second draft of) what I've written for my proposed abstract: <br /><blockquote class="tr_bq">Have you seen your students disengage from your calculus class in the first week as they struggle with the technical topic of limits? They don’t see the point, get mired in the algebra and can become alienated. I will share why I save limits for later and start out with an exciting and historical approach using slope and velocity. <br /><br />But perhaps your textbook, like mine, follows a traditional approach? I will also share how I used parts of two Open Education Resources (OER) by Matt Boelkins and Dale Hoffman, along with a few pages I created, to make a coursepack for my first unit. [Link to modifiable materials provided at talk, or by email.] Their materials gave my students the support they needed in our excursions off the traditional textbook’s beaten path. <br /><br />I’ll help you see why there’s a better order to the topics. (It’s not just the limits.) And I’ll show you one way to make Calculus fun for yourself and your students. <br /><br />You can use the experiences I share in my talk as inspiration to help you get started remixing OER to develop your own approach and materials. Using these materials in a coursepack alongside the required text may also be a way to show your reluctant department that they don’t need the $200-plus conventional textbooks. </blockquote><br /><ul><li> Have I said enough to make it clear what I have to offer?</li><li>What more should I say?</li><li>What should I change?</li><li>Would you come to my talk?</li></ul><br />(My deadline is in 4 days.) Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com4tag:blogger.com,1999:blog-5303307482158922565.post-75360024838921851232015-08-23T10:24:00.001-07:002015-08-23T10:24:26.972-07:00The algebra needed to read about climate change...<a href="http://www.occupy.com/article/kids-call-us-out-filing-lawsuits-science-based-climate-recovery" target="_blank">This article</a> (at <a href="http://occupy.com/">occupy.com</a>), on a lawsuit from a group of young people demanding that we do what it takes to recover from climate change, looks very interesting. One line seemed either wrong or surprising to me, though.<br /><br /><blockquote class="tr_bq">We must immediately commence carbon emissions reductions of 6% each year until the end of the century. Timing is crucial. If we wait until 2020 to begin emissions reductions the annual requirement is 15% per year. </blockquote>Starting only 5 years earlier, they are saying that we can do 2/5ths as much reducing each year, for 85 years instead of 80, and get the same result. It seems too dramatic. I want to think about how to analyze it. I don't yet know what assumptions I can make.<br /><br /><ul><li>Should I compare total emissions from now until 2100? (I think so.)</li><li>Should I assume emissions are <i>growing</i> exponentially from now until 2020 in the 2nd scenario? (I think so.)</li><li>What else would I need to know? (Are there other factors that make this more complicated?)</li></ul>This seems like a perfect question for pre-calculus. Too bad I'm not teaching it this semester.<br /><br />I think I got it. I think this assumes that we are currently increasing our carbon emissions at a rate of about 20% a year. We are not. It's more like a tenth of that - about 2.5%. (<a href="http://www.eia.gov/todayinenergy/detail.cfm?id=20872" target="_blank">Government source here</a>.)<br /><br />If you want to do some real math, think about what you would do before continuing. <br /><br />.<br /><br />.<br /><br />.<br /><br />.<br /><br />.<br /><br /><br />I figured it like this. I count this year's carbon emissions as 1. If we decrease 6% a year, that means we have 94% of the previous year's emissions. So the total emissions from now until 2100 is<br />S=1+.94+.94^2+...+.94^84. This simplifies to S = (1-.94^85)/(1-.94). Note that the .94^85 is so close to 0 that we can ignore it. We Get S=1/.06 = 16.666. So the article is saying that for the next 85 years, we can emit 16 times this year's emissions.<br /><br />If we increase until 2020, we would start with higher emissions, H. 15% decrease per year leaves 85% of the previous year's emissions. Our sum would be<br />S=H+.85H+.85^2H+...+.85^79H = H(1-.85^79)/(1-.85) = (almost) 1/.15 = 6.666.<br /><br />16.666 - 6.666 = 10. So somehow we get 10 times this year's emissions within the next 5 years. If our emissions are currently increasing so that our emissions next year is r, then<br />S = 1 + r + r^2 + ... +r^5 = (1-r^6) / (1-r) = 10. I asked <a href="http://wolframalpha.com/">wolframalpha.com</a> to solve this and got r = 1.2, for a 20% increase per year.<br /><br />I asked John Golden to check my work. <a href="http://mathhombre.tumblr.com/post/127403416469/climate-change-now-or-later-sue-van-hattum-got" target="_blank">He used a continuous increase model</a> and got close to 9%, mush lower. But still not low enough to match what's happening.<br /><br />So it seems that either the article has a typo, or my mathematical model is not including everything it should. Humanity seems to be at a tipping point. Can we change our ways of making decisions, from capitalism to something else, in time to save ourselves from our foolishness? I would like everyone to be able to do this sort of math.Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com3tag:blogger.com,1999:blog-5303307482158922565.post-51174454341250851362015-08-22T09:54:00.000-07:002015-08-22T10:16:23.797-07:00Linear Algebra QuestionOn Thursday we arrived at Theorem 1 in David Lay's <i>Linear Algebra and Its Applications</i>:<br /><blockquote class="tr_bq">"<b>Uniqueness of the Reduced Echelon Form</b><br />Each matrix is row equivalent to one and only one reduced echelon matrix."</blockquote><br />The proof is in an appendix, which is a bummer, because this class feels like it could build from first principles nicely up to all its glory. The proof involves material from chapter 4, and I have to fight my way through it. Isn't he worried about being circular?<br /><br />I was thinking out loud in class. I said (more or less):<br /><blockquote class="tr_bq">If the system is consistent, it has a particular solution set. You can read the solution off from the reduced echelon form, so it can only give you one answer. [In class I wasn't thinking about free variables, and whether those could be different somehow. I was just thinking about problems with one unique solution.] We know it gives the right answer because <br />we've already shown that elementary row operations create row equivalent matrices, which have the same solution set.<br /><br />What about an inconsistent system? I'm not sure about that. If you can break his theorem, I'll give you extra credit. </blockquote><br />Well, I just broke his theorem, I think. (I hope none of my students are reading my blog yet.) Given the system<br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-eJF8Ad0wYlI/VdiojIwWa7I/AAAAAAAABl8/sU-ZyelAoC8/s1600/matrices%2Bin%2Bproof.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-eJF8Ad0wYlI/VdiojIwWa7I/AAAAAAAABl8/sU-ZyelAoC8/s1600/matrices%2Bin%2Bproof.png" /></a></div><br />Have I broken his theorem? Should he have said this instead?<br /><blockquote class="tr_bq">"Each matrix representing a consistent system of equations is row equivalent to one and only one reduced echelon matrix."</blockquote>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com5tag:blogger.com,1999:blog-5303307482158922565.post-58308848571878111892015-08-21T22:35:00.003-07:002015-08-21T22:35:33.893-07:00Random Grouping Cards and SlipsI have just finished my first week of class.<br /><br />I have finally used <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxYllubzhQTHNQUTg/view?usp=sharing" target="_blank">Myra Snell's Random Grouping Cards</a>, to put students in groups. I've been wanting to do this for the past year, and finally got over my inertia problem. <a href="http://mathmamawrites.blogspot.com/2015/05/preparing-for-fall-semester-how-to-get.html" target="_blank">Research shows</a> that putting students in visibly random groups gets them participating more. (Visibly means they don't wonder if the teacher made it non-random.)<br /><br />Myra's cards work for a class of 32 students or (a bit) fewer. If you class is bigger or much smaller, you'll need something different. I couldn't figure out an easy way to get mine onto her format. So mine are Random Grouping Slips. I have sets for <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxT0QySUxaNkxDbEU/view?usp=sharing" target="_blank">16</a>, <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxb1dRSlk2S2QzTk0/view?usp=sharing" target="_blank">23</a>, <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxQlFSdm42MlZTY1E/view?usp=sharing" target="_blank">32</a>, and <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxVk5OUVd5UGZLYm8/view?usp=sharing" target="_blank">48</a> students. You cut off the first column, and then slice apart the rows.<br /><br />I was intrigued that I could not (easily) get 24 student slips. The last one would have put two people together in the last group who had been together before. The way I set it up was based on 16. There was no simple way to make it smaller.<br /><br />I ended up with classes with <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxYXNqMVpDQnByZDQ/view?usp=sharing" target="_blank">20</a>, <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxU3BZbU9SZjlVTTA/view?usp=sharing" target="_blank">40</a>, and <a href="https://drive.google.com/file/d/0B4Lou9CsLnQxU3YxRnk4YkZtbXc/view?usp=sharing" target="_blank">28</a> students, so I've made those too now. They're organized a bit differently. I don't like the time it takes to cut them on the paper cutter. Hmm... <br /><br />Some of the students complain, but I think I am already seeing more of a community forming among the whole class. I'll be watching for ways in which this changes classroom dynamics.<br /><br />I have also finally begun to implement the Gallery Walk I learned about at the CAP (California Acceleration Project) conference from Myra. I hope to write about that soon.<br /><br />All three of my classes seem to be going well.Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com0tag:blogger.com,1999:blog-5303307482158922565.post-17493215424466690452015-08-08T13:29:00.000-07:002015-08-08T13:29:55.077-07:00Links on Saturday (lots for First Day)<b>First Day </b><br /><ul><li><a href="https://docs.google.com/document/d/1MoFqVB95zDA0meNMWLHbZD2H8BAw1xCmb4J8y1giP0M/edit" target="_blank">Julie Ruelbach wants help</a> getting more specific with her great first day plans. They already look fabulous to me. I will try to use some of her great ideas. </li><li>One of her commenters suggested <a href="http://www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/" target="_blank">this Scientific American article on interleaving</a>. This may make me change my practices. And this <a href="https://www.psychologytoday.com/blog/make-it-stick/201406/make-it-stick-six-tips-students" target="_blank">Psychology Today article with 6 study tips</a> looks helpful for students.</li><li>I like this video <a href="https://www.youtube.com/watch?v=t5mGeR4AQdM" target="_blank">(the dot</a>), but I wouldn't be sure what the take-away was if I hadn't also saved Kristen Beck's post on <a href="http://teachtekbeck.blogspot.com/2015/07/finding-my-center.html" target="_blank">why she uses this in class.</a> </li><li><a href="http://maamathedmatters.blogspot.com/2015/01/setting-stage.html" target="_blank">Setting the stage, some questions to ask students in groups on day one. </a> </li><li> Math Plus has a lot of great articles. They've made some into <a href="https://plus.maths.org/content/put-plus-your-wall" target="_blank">posters for your classroom walls</a>. And they're free! (But I want to find a color printer to do justice to the one I picked.)</li><li>Talking Points, <a href="http://cheesemonkeysf.blogspot.com/2014/07/tmc14-gwwg-talking-points-activity.html" target="_blank">intro by cheesemonkey</a>, and <a href="https://drive.google.com/drive/folders/0B8XS5HkHe5eNfmNVSjYzXzRtTWVfUm1xWE9uRHdJbWZ6U05OdW9XLTc3ejV2OHdXYlQtSnM" target="_blank">lots of files</a>. I need to figure out how to use this!</li></ul><br /><b> First Week</b><br /><ul><li>Can you <a href="https://christopherdanielson.files.wordpress.com/2015/07/keynote-016.jpg" target="_blank">describe a graph</a> so your friend can draw it? (for calc in first week, or precalc toward the end)</li><li><a href="http://mathteachermambo.blogspot.com/2013/08/calculus-day-1.html" target="_blank">Average vs instantaneous velocity</a></li></ul><br /><br /><b>Other Good Stuff</b><br /><ul><li><a href="https://www.sciencenews.org/blog/context/science-heroic-tragic-statistical-flaw" target="_blank">The flaw in statistics that messes with the way science is done</a>.</li><li>Puzzle (statistics again): <a href="http://datagenetics.com/blog/june32015/index.html" target="_blank">A standard deviation puzzle</a></li><li><a href="http://blog.matthen.com/post/120471240676/visualising-numbers-100-243-and-12-by-splitting" target="_blank">Visualizing factoring: a GIF</a> </li><li>James Cleveland warms my heart with this wonderfully nerdy post on <a href="https://rootsoftheequation.wordpress.com/2015/07/17/how-to-pack-your-boardgames/" target="_blank">trying to create a formula for which games to pack</a> for his trip to TMC.</li><li>Maria Andersen thinks deeply about education. Her desire to figure out how institutions of learning can change faster led her on <a href="http://busynessgirl.com/the-road-back-to-higher-education/" target="_blank">a very interesting path</a>. She is a visionary.</li><li>Video: David Kung on <a href="https://www.youtube.com/watch?v=V03scHu_OJE" target="_blank">Diversifying the Mathematical Community</a> (At 24 min in, he talks about racism in housing and how it affects family wealth.) Fabulous talk. (Thanks to Cathy O'Neil.) It's been a long time since I've watched <a href="https://www.youtube.com/watch?v=WwslBPj8GgI" target="_blank">an hour-long video on teaching</a>. (Eric Mazur is definitely worth watching too. On peer instruction in a big lecture class, using clickers.)</li><li>Find a way to continue the sequence. There are <a href="http://letsplaymath.net/2015/08/03/math-with-many-right-answers/" target="_blank">many right answers</a>... (Denise Gaskins)</li><li><a href="http://blog.mathedpage.org/2015/07/handwritten-pythagoras.html" target="_blank">Proving the Pythagorean Theorem with drawings on graph paper.</a> (Henri Picciotto)</li><li><a href="http://www.intmath.com/blog/computers/newtons-method-accuracy-and-floating-point-numbers-10324" target="_blank">Computers, big numbers, rounding, and Newton's Method</a>. (Murray Bourne)</li><li>A mathematician (Steven Strogatz) talks about being slow at math, and other things he notices while learning about <a href="https://www.artofmathematics.org/blogs/cvonrenesse/steven-strogatz-reflection-part-1?utm_source=Discovering+the+Art+of+Mathematics&utm_campaign=6878e64cc3-july-2015-news&utm_medium=email&utm_term=0_ba010f6015-6878e64cc3-88453817" target="_blank">inquiry-based learning</a>. </li></ul><br /><br /><ul></ul>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com0tag:blogger.com,1999:blog-5303307482158922565.post-42259034356690122332015-07-12T10:02:00.001-07:002015-07-12T10:02:14.662-07:00Playing with Math: Can you write a review?<a href="http://www.amazon.com/Playing-Math-Homeschoolers-Passionate-Teachers/dp/0977693937/ref=sr_1_1?ie=UTF8&qid=1436720299&sr=8-1&keywords=playing+with+math" target="_blank"><i>Playing with Math: Stories from Math Circles, Homeschoolers, and Passionate Teachers</i></a> is on Amazon now! But we don't yet have any reviews. If you've gotten a copy of the book, can you write a review on Amazon? We would be so grateful. <br /><br />Warmly,<br />SueSue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com1tag:blogger.com,1999:blog-5303307482158922565.post-89524003404737497672015-07-10T14:12:00.000-07:002015-07-10T14:12:16.927-07:00Links on Friday<ul><li>What is the Golden Ratio? A boy thought a museum had it wrong, and got in the news for correcting them. Really, they used the less common version of the ratio, still right. Read about it at <a href="https://sensemadehere.wordpress.com/2015/07/09/ee-therai-ther-calling-the-whole-thing-off-at-the-science-museum/" target="_blank">Sense Made Here</a>.</li><li>Jonathan Halabi blogged about <a href="http://jd2718.org/2015/07/10/cc-algebra-conclusion-why-fewer-strong-scores/" target="_blank">how crazy the scores on the NY common core math tests are</a>. I wonder how other states report scores.</li><li>I've been wondering whether I can use the <a href="http://www.storytellingandvideoconferencing.com/16.html" target="_blank">principles of storytelling</a> to improve my teaching. </li><li>I wonder if I can modify any of <a href="http://mathforlove.com/2015/05/quick-physical-games-for-the-math-classroom/" target="_blank">these math movement games for kids</a>, so they'd work well with adults students.</li><li>How can we shift math education from memorizing to problem solving? How can we help students learn problem solving? (<a href="http://parenting.blogs.nytimes.com/2015/04/02/the-problem-with-math-problems-were-solving-them-wrong/?smid=fb-share&_r=0" target="_blank">NY Times article</a>)</li><li>I've figured this out before, and the answer is even somewhere on my blog maybe. But I am once again stuck. <a href="http://mathriddles.williams.edu/?p=77" target="_blank">Flipping coins to one side without looking... (on a Math Riddles blog)</a></li></ul><br /><br />I'll be leading a Math Jam for eight days just before Fall semester starts, helping students prepare to succeed in Beginning Algebra. My eight topics:<br /><ol style="text-align: center;"><li>Number Sense</li><li>Fractions</li><li>Negatives</li><li>Algebra</li><li>Percents</li><li>Graphing </li><li>Slopes</li><li>Problem-Solving </li></ol><br />For fractions, I plan to do a bit with Egyptian Fractions. <a href="http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fractions/egyptian.html" target="_blank">Here's a site that looks good for that</a>. I looked at the <a href="https://www.beastacademy.com/resources/printables.php" target="_blank">Beast Academy site</a> to see if they had anything good. I found 5 things I liked: one game and two puzzles using the area meaning of multiplication, one puzzle on ordering of decimals, and one game like Taboo for communicating about shapes. <br /><br /><ol style="text-align: center;"></ol>Sue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.com2