akismetoo.bsky.social
媽媽, MƒA Educator ❤️ 🧶 🏀 + board games
Hi #♾️, #iTeachMath in a public high school in NYC through an inquiry/play-based/constructivist lens. I mostly microblog about education, pedagogy and mathematics.
Found as akismetoo @mathstodon.xyz and elsewhere.
130 posts
424 followers
367 following
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I was a little concerned first quarter when they were scoreless and then I watched her hit the first shot. My first thought was the game is over. She’s not going to let them lose.
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Their structure is different, and requires a different approach. In contrast, everything that matches a slope-intercept form or “shape” can be interpreted the same way.
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For example, let’s consider y=mx+b a “shape”. Lot’s of equations match this. Like, y=4x-5 or y=⅔ x+7. There are other equations that can make the same line. Like y+5=4x or -2x+3y=21. However, we cannot treat the latter equations the same way to interpret slope and y-intercept.
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- I wonder why most people only mentioned numbers, because I feel like math is so much more than just numbers. There’s shapes, lines, and really anything you can think of that connects to math. Math is a part of quite literally anything.
What do you all think? #MathsToday #MTBoS #ITeachMath
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Two very interesting questions arose from students to whom #ITeachMath
- Why do we have negative relationships with mathematics and who is to blame?
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This is great! (Also, hi, long time.) A student of mine had designed an experiment about color perception. I can’t wait to show their mentor teacher.
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What class is this?
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Thank you! I love an open-ended project.
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I love teaching comic sections! How long do students have to play with this project?
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Will you share it or say more about the task?
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Noticing and wondering
Sense making
Ordering/understanding chaos
Making connections
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I’m wondering what if school ran from February through November in the northern hemisphere? With this hypothetical, we have enough funds to upgrade HVAC systems, etc. Would we be less sick as a society? Or would the germs adapt?
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I really enjoy exploding dots as a way to think of this globalmathproject.org/exploding-do...
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I’ve done both! Depends on how much other stuff I have to write.
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What kind of data are you collecting to evaluate your framework? And in the middle/end of a marking period when teachers are getting tired and frazzled will it still be doable to use the framework? When mental fatigue sets in, I find myself leaning into old habits.
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Cute acronym. What’s your goal? If it’s to become widespread as a teacher framework it’s really about ease of adoption and adaptation and less about the acronym and if it’s a support tool for pedagogy as opposed to a punitive tool. I can hear some admin in my past saying you don’t have enough 🧡.
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What did changed for your students’ understanding with this change?
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Maybe I’m misunderstanding something because when I try that, it tells me I will unsubscribe. I’ll have to play with it a little bit more later.
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It just feels like one of those things where Substack feels like it’s a feature and I feel like it’s a bug.
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I already do.
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Thanks! Is it weird that I don’t love Substack flooding my email? I want to subscribe, but without receiving any email and instead reading at my own pace when I choose to open the app? Is there a way to do this other than making all my substack emails filter into the trash?
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Exactly! Unfortunately our information is generally free from regulation, but not free to consume without consequence.
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Unavailable video, but my grumpiness level still exists!
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Look forward to adding it to my pile of math-related books that I will pick up and read out of order and over the course of many years.
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Welcome! Look for the #ITeachMath feed.
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Fun conclusions by Ss:
1) #♾️ doesn’t act like a number, so we have to use logic instead of treating it mindlessly as a number
2) math was starting to feel like philosophy… some Ss liked this and others wanted less abstraction and more concrete examples
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Fun analogies made by Ss during their discussion grappling with infinities:
- sampling infinite oceans for fish
- different quantities of feathers of same density
- grapes and watermelons in different places
#ITeachMath #MathSky
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Was not able to read a sample of the Euclid text before I made the assignment, so I’ll have to get to it later.
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@karencampe.bsky.social @tonylizza.bsky.social @singmath.bsky.social
For HW, Ss chose excerpts to read between Cheng or Strogatz + wrote Qs/comments about what interested them + responded to a classmate(s) response. Led to a nice student-led talk on density of numbers + sizes of different #♾️
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Is it the one by Alex Bellos? And which chapter?