doingmath.bsky.social
156 posts
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Brendan is great. It’s nice to have such a thoughtful math educator at such a high profile university. We need more post-secondary math leaders like him.
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Enjoyed hearing your perspective. My experiences match a lot of what you shared.
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Are the previous ones recorded and available somewhere?
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Maybe not a proof, but it seems to me like these second differences create some intuition?
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Yeah, less formal. Just try a few small cases and see if there appears to be a pattern. I did this problem with my students back in the day and remember one of my students finding something (but can’t recall what)
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You’ve probably already tried this, but I wonder what the function looks like for “maximum squares as a function of # of lines” for 4 lines, 5, 6, …
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Alternatively, a curriculum development process that begins with…
“What is mathematics?”
“How can we create joyful experiences for kids?”
…would have these types of activities be among the FIRST placed into the curriculum. 🤷🏼♂️
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'Lines and Squares'
'Dot Paper Task'
These are the problems that light kids (all of us?) up and make us fall in love with math.
But where are they in Amplify Desmos? In Illustrative Math?
I miss the NSF curricula of the 90s that brought a lot of these tasks to classrooms in the first place. :(
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I’ll help, too.
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Target audience: parents!
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So cool. Somewhere I can go to learn how to do this?
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The skills I worry the most about - judgment, critical thinking, nuanced communication, logical reasoning - are very hard to capture in a standardized test.
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Thanks for these, Dan!
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Your chat bot activities sound similar to the scope I had in mind. Are they archived somewhere I can find them?
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(anxiously awaiting response)
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Looking for curriculum materials (sequence of tasks, not videos on the math of LLM) to be used with students. Do you have any resources like that? Or know of them?
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What are y’all working on?
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The "remedial" class was a *calculus* course designed for students to make up the math experience they lost because of the COVID pandemic!
www.thecrimson.com/article/2024...
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(And, agreed, the two “errors” are very different types. The distribution one in almost certainly an over-generalization of a procedure; one that may be avoided by always linking symbols to visual diagrams of the situation)
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I don’t mind this as an early model for the situation. But, it just seems to be missing an important piece of the modeling cycle - interpret your results back in the real world context (then revise, if necessary).
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The irony is that accurate American history would show policies that are far more communal and redistributive than anything in the modern era.
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(I’m also working on a voting unit, “The Shape of Democracy.” Might be fun to collaborate!)
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Lots of the task sequences are adapted from excellent curricula (IMP, CorePlus, Connected Math, etc) that are now basically shelved bc of free products like IM and flashy ones like Desmos. There is so much brilliance lost. This is a modern spin, with an added focus on fun and/or important topics.
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The beverage is still on offer. Hit me with that Venmo handle via DM!
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Oh geez. Are you emotionally ready for the comments section on this one? Send me your Venmo and I’ll treat you to a beverage of your choice for the community service! And legit don’t mind helping out if needed.
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How did you decide on 140? What is included/excluded in that number of days (all district mandated testing? finals? Etc)
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Couldn’t agree more. Math that Matters is my personal project to work towards this. Would love to know what you think. (Site not very functional on mobile yet) www.math-that-matters.com
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Sorry, one other question (I’m interested!)…
What are you finding about the impact of the nudges to instructional practice? I see findings that show they are using and liking these nudges, but not how/if they lead to teacher learning.
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Did teachers volunteer to participate in this work? Or are you working with all teachers in a school/district? Or something else?