New contributions have slowed, so this might be the last version (V2.0) of our bracelet chart. Improved the colors, unbolded language names & made a version that groups food vs. non-food names. That might make the chart too busy, so I made versions with & without it. Enjoy! pic.twitter.com/wGKNq68SJe
— Eric Hittinger (@ElephantEating) February 16, 2021
One of the masters of writing mathematician Ian Stewart wrote about 17 equations that he believes have changed the world. In his book, In Pursuit of the Unknown: 17 Equations That Changed the World, he discusses each equation in an engaging and practical manner, and he gives a number of illustrations of how those equations have and are impacting our lives.
We need to give teachers the environment they need to be able to thrive, and we need to recognise and encourage the importance of teachers’ individual personality and character in inspiring the next generation of students.
This is a fascinating lecture, and it also epitomizes Wolfram in that it is a magnificent feat that would have benefited immensely from editorial reflection. Wolfram announces that’s he’s giving the lecture off the top of his head, and as far as that goes, it’s incredibly impressive. And yet…it makes you wonder, if he had actually prepared a detailed crib or even written the speech out, how much more fluid would it have been? Would the transitions be smoother? Would he spend less time fumbling for names or dates, or backtracking?
While the maths may get challenging, it never appears as if by magic. Each step builds upon the previous (or several of the previous) and no student ever needs to make a mathematical leap of faith.
We love the tangible, the confirmation, the palpable, the real, the visible, the concrete, the known, the seen, the vivid, the visual, the social, the embedded, the emotionally laden, the salient, the stereotypical, the moving, the theatrical, the romanced, the cosmetic, the official, the scholarly-sounding verbiage (b******t), the pompous Gaussian economist, the mathematicized crap, the pomp, the Académie Française, Harvard Business School, the Nobel Prize, dark business suits with white shirts and Ferragamo ties, the moving discourse, and the lurid. Most of all we favor the narrated. Alas, we are not manufactured, in our current edition of the human race, to understand abstract matters—we need context. Randomness and uncertainty are abstractions. We respect what has happened, ignoring what could have happened. In other words, we are naturally shallow and superficial—and we do not know it.(Page 132)
Working analog clock built with a single formula in Google Sheets, involving the NOW, SPARKLINE, SEQUENCE & other functions
Mathematical models are used everywhere in science and can even be turned inward to study mathematics itself. They are incredibly powerful tools that allow us to trade a problem we don’t fully understand for one we have a better handle on.
But using models is inherently tricky. We can never be certain that our model behaves enough like the thing we are actually trying to understand to draw conclusions about it. Nor can we be sure that our model is similar enough in the ways that really matter. So it can be hard to know that the evidence we collect from the model is truly evidence about the thing we want to know about.
Amare is looking at these 16 parabolas. Her partner Geoff has chosen one and she has to figure out which one by asking yes-or-no questions. There are lots of details here. She’s trying to foc…
It’s a bad mirror, so I call it a mistake. “Mistakes grow your brain,” I say. “We expect them, respect them, inspect them, and correct them here,” I say. And if we have to label student ideas “mistakes,” maybe those are good messages to attach to that label.
But the vast majority of the work we label “mistakes” is students doing exactly what they meant to do.
We just don’t understand what they meant to do.
20 Tech Tips in the Mathematics Classroom – Teacher Information, Robots and iPad Apps
Desmos – online graphing calculating system www.desmos.com
Desmos provides a range of questions and challenges associated with graphing (see Dan Meyer for more http://blog.mrmeyer.com/)
Graphing Stories – handouts, videos and stories associated with graphs www.graphingstories.com
Which One Doesn’t Belong – find a reason why each one does not belong wodb.ca/index.html
It is not about the answer, but about the discussion. The next step to Which One Doesn’t Belong is getting students to make their own
What Can You Do With That? #WCYDWT https://blog.mrmeyer.com/2010/teaching-wcydwt-introduction/
Visual Patterns http://visualpatterns.org
Between 2 Numbers – If this then what www.between2numbers.com
Three Act Maths by Dan Meyer https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/pub?output=html
101 Questions – pose questions based on a provocation www.101qs.com
Youcubed – a collect of tasks that could be used as starters www.youcubed.org
WolframAlpha – a space to ask computational questions www.wolframalpha.com