Archive for June, 2012

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Next Year

June 19, 2012

Ideas to be added as they come to me (complete with bulleted lists!):

  • Use my BriteLink for warm-ups.
    • This last year was the first year I did not regularly do warm-ups, and I think it went poorly. I really need to get the kids working on something right at the beginning of class. The problems I had with warm-ups were that (a) I was giving quizzes about every other day, and I wanted to use the warm-up time as the quiz time, and (b) it always seemed to take more time than I wanted to spend. To make warm-ups work, it has to be regular — if the students don’t know they’re supposed to be working on something every day, they will drift off.
    • Do I want to do warm-ups with my seniors?
    • How about putting a joke or a Lolz next to it?
    • After reading how Infinite Sum arranges his room, I think I want to adapt his idea of having different groups doing different warm-up problems and then sharing them with the class. I could have each table do a different problem and then maybe have them work them on the board? Neat idea, though.
  • Exit slips **sigh**
    • I kind of like the notion (building from misscalcul8’s idea post) of having the exit slip be the next class warm-up. Hmmm.
  • More “process” problems — give them the answers and have them tell me how to get it.
  • Have students create examples
  • Ask my seniors what their future career plans are and if they know what level or kind of math is involved
  • Show video from a cricket match to illustrate the idea that one of the reasons they might think math is boring is because they don’t know the rules of the game.
  • Since I’m planning on giving my Algebra 3 students more problems for homework, I think I will print up the solutions for them to check their work. In order to ensure that I get my solutions back, I think I will make 2 copies per table onto Astrobright paper and number each page (1A, 1B, 2A, etc.). I will then answer a limited number of questions. At the beginning of last year, I was really disciplined about keeping the question time short so that we could still do an “extension activity” after the quiz. I’d like to get back to that.
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In Praise of Narrow-Mindedness

June 19, 2012

William M. Briggs writes

Now there is nobody as narrow-minded and as dogmatic as a mathematician. This is a man who just will not open his mind to hearing about new methods to square the circle or to show that two plus two is sometimes not four. He will rebuff, sometimes angrily, arguments which claim triangles have four sides. What a judgmental bigot! It is as if this man is in thrall to a religion, who actually has hold of Truth and believes it come what may. A truly closed mind.

We should all have minds as narrow. To possess and hold Truth—and not to be talked out of it because of faulty, frivolous insults, or because many have decided to be against you.

Just think: If you have ever been called narrow-minded then you know that your interlocutor does not want to broaden your scope, to open your mind, to make it fuller, more “accepting.” What your adversary wants is for you to change your mind, to believe differently but just as narrowly as he does, to reject what you previously believed.

(via Jerry Pournelle)

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Cool Sites and Toy

June 19, 2012

Whitney Music Box

Yoshimoto Cube demonstration and template

(via Math Munch)

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Assessment and Assistance

June 18, 2012

From Education Week’s Coach G’s Teaching Tips,

[I]it’s better to assess how all students are doing before you assist any students.

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IN Section 6-4

June 6, 2012
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IN Section 6-3

June 6, 2012
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IN 6-2

June 6, 2012
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