Jan 18 2010

Avatar

What more can I add to all the chatter about James Cameron’s Avatar? Not much, except to share my opinions. You probably already know all that you need to know about this movie, and I certainly don’t want to include any spoilers.

First of all, it’s absolutely essential to see it in 3-D, preferably in IMAX. The three-dimensional effects were absolutely convincing, especially in the outdoor scenes, giving the viewer the sense of being in the action rather than watching the action. The result was a thoroughly entertaining, amazing film. I was totally absorbed by it, having no trouble sitting for nearly three hours. (The Tempur-Pedic seats definitely helped! I guess that’s one of the benefits of seeing a movie in a theater that’s located in a furniture store.)

The linguistically sophisticated artificial language of the Na’vi was of course of interest to me, though it was really a minor part of the movie. Although the three-dimensionality allowed subtitles to hover well in front of the action — thereby making them less intrusive than they would be otherwise — it was still appropriate for Cameron to use the device of having the main Na’vi characters be more-or-less capable speakers of English as a second language. Doing so allowed him to get away with minimal use of subtitles. Perhaps I’ll write a follow-up post concerning their own language .

I was surprised to see some little kids at this showing (early Sunday afternoon). Either their parents had no idea that there would be so much violence, or they didn’t care. Avatar is basically a war movie, after all, so they should have cared.

As a war movie, it included every cliché in the book, and therein lies its major flaw. The flaw isn’t the lack of originality; I discount critics who observe that this movie has been made before. Yes, the theme and story line are taken from other efforts, but so what? It’s commonplace for plays and films to do this; even Shakespeare took story lines from elsewhere. No, the flaw is the piling on of cliché after cliché. Fortunately the action and the visual effects are so stunning that it’s almost possible to ignore this problem, but “almost” isn’t good enough. As an unsubtle metaphor for the Europeans’ destruction of American Indians and their lands, it was bound to be somewhat predictable — but it didn’t have to go to such extremes. The result was a collection of one- and two-dimensional characters who fell into situations that anyone in the audience would have expected.

Despite that flaw, and despite its transparent political correctness, Avatar is still a successful film. Aside from the special effects, the spectacular scenery and the attention to detail redeem the story. Go see it — warts and all!


A small linguistic question that has nothing to do with the movie: why is it that I have no trouble with the ostensibly misplaced modifier in the fourth sentence of my second paragraph above? By proximity, the participle “having” should modify “it,” yet the intended reading where it modifies “I” is definitely the dominant one to my eyes and ears. Something to ponder…

Jan 15 2010

Linguistics, mathematics, and mysteries

“I make order out of chaos.” This is how an old friend whom I hadn’t seen in years explains her transition from linguistics to statistics, when people think it’s a complete change of field. It’s how she explains it to non-linguists, of course — as I already knew the connection. But the phrasing really resonates with me. I’ve described elsewhere how the search for patterns and abstract generalizations is what unites linguistics and math teaching in my mind, but I rather like the step up the ladder of abstraction implied by “I make order out of chaos.”

It also got me thinking about why I like the mystery and science fiction genres in popular fiction. My liking for science fiction is no mystery, so to speak: anyone with a mathematical bent is likely to enjoy the conventions of that genre. But what about mysteries? I’d been thinking about that lately, and it occurred to me that mystery writers also make order out of chaos: the unsolved crime is cognitively chaotic, and the solution creates order out of it. Furthermore, the puzzle that’s often involved bears definite kinship to the kinds of puzzles we solve in both math and linguistics. Just a thought…

Jan 12 2010

The King of Lies

During the last few months I read two interesting novels by John Hart: The Last Child, which I believe is his newest, and The King of Lies, which is definitely his first. It’s not really clear why I read them in that order, but I guess it was because I read a review of the new book, which caused me to read the book itself, and only then did I think of going back to his first effort. Anyway, it won’t be a surprise that The Last Child is definitely the better of the two — but both are worth reading if you want a diversion. I’ve already reviewed The Last Child.

The King of Lies is a legal thriller in the style of Scott Turow and John Grisham, but with a lot of North Carolina culture thrown in. The characters are mostly pretty annoying, so don’t read the book if that’s a complete turn-off for you. On the other hand, if you’re interested in some effective writing and development of character, do read it. Like many male writers, Hart portrays men more successfully than women. The plot, though implausible, is absorbing. All in all, a decent first effort.

Jan 10 2010

Yes, teens really can write literate email messages

A lot of adults are complaining that teens are “illiterate” in their writing, especially in email messages — you know, “kids these days…” and all that — but that’s not what I’m seeing. The abysmal level of teenage writing is usually attributed to their addiction to text messaging, a.k.a. texting. For example:

The youth of Ireland are becoming increasingly poor spellers and writers, and their love of text messaging on cellphones is a major reason why, according to the Education Department.

In a report published Wednesday on national test results in English for about 37,000 students aged 15 and 16, the department’s Examination Commission said cutting-edge communications technology has encouraged poor literacy and a blunt, choppy style at odds with academic rigor.

“Text messaging, with its use of phonetic spelling and little or no punctuation, seems to pose a threat to traditional conventions in writing,” said the report written by the department’s chief examiner, whose identity is kept confidential to safeguard the integrity of tests.

The report branded today’s teens “unduly reliant on short sentences, simple tenses and a limited vocabulary.”

Ireland is among the world leaders in cell-phone use — in part because of traditionally high costs for conventional phone lines — and surveys indicate that a majority of children have their own mobile phone by age 12, with the most enthusiastic texters sending more than 250 a week.

Yes, that happens to be Ireland. But we hear the same kind of complaints in this country as well. However, as I said above, that’s not what I’m seeing. Of course I may have a very skewed sample, consisting primarily of Weston students, but since I’m not pretending to be doing a statistically valid survey I’ll go ahead with my observations, skewed though they may be. Here’s what I see. I’ll stick to email, since that’s where we’re most likely to see overly informal writing:

Most students know how to address adults (teachers, at least) in their writing, even when using email. The big exception is the capitalization of the pronoun “I,” which often appears uncapitalized. Otherwise their grammar, style, punctuation, and spelling are all pretty reasonable. I’m not claiming that we have works of literature here — merely that the quality of writing is close to that of adults.

To gather my evidence, I looked at 20 consecutive email messages written by my students in October. (As I say, it’s certainly not a rigorous survey, nor was it meant to be.) Here they are in their entirety; I have omitted no messages, nor have I edited anything beyond adding message numbers and altering students’ names. Judge for yourself.

1 Hey Mr. Davidson,

I hope that i could get a recommendation from you. I’m sorry i couldn’t get to you earlier about the recommendation letter.
To make it easier for you, i’ll be sending the info you need over email. However since i do not have the finalized list of the colleges that i would like to apply to, is it possible to hold onto the the rec. till i can get you the list of colleges? After i’ve narrowed my list down i’ll be able to give you the letters that you need to send them off in. Thanks a lot.


2 Hey Mr. Davidson,

I am doing a lot better today, yesterday and Tuesday were truly awful though, so although i’m not 100%, I feel “relatively GREAT” and it was very nice to get back to school today. I stopped by your desk after school to talk about what I missed and you weren’t there, but luckily I’ve been getting filled in pretty well from classmates, and borrowed a textbook, so i’m not behind, and just may need some help completing tonights assignment. I noticed a note on your desk that said you will miss tomorrows class, is this true?

Thanks for the check-in, I appreciate it, and I hope to see you soon!


3 Hi Mr. Davidson,

This is Stu Dent in your H block Geometry class. I’m just wondering
what days you free after or before school this week before the 18th?
Thanks alot!


4

On the westonmath website for #6 on tonight’s homework I’m not sure what the &ndash means. Should I assume the question is for (X+2)^2?


5 Hi Mr. Davidson,

I was wondering if there was a possibility I could meet with you tomorrow morning regarding proofs as I am confused going about proving them especially with word problems such as the one with the bus and railroad for example. I’m willing to come whenever you are available (except maybe not 3:00 AM in the morning!).


6 Hi Mr. Davidson

I’m having some trouble with the domain and range part of tonight’s homework, as well as the Dr. scheme questions. Could I meet with you at 7:15 tomorrow morning to go over it?


7 Hi Mr. Davidson

I’m in your Honors Geometry class Block F. I just have one question. For the sample problems you gave in the book, I’m not quite sure what method I should use to solve the last question, number 43. I usually use guess and check, but I know there could be an equation to solve it, but I’m not quite sure what the equation is.


8 Hello Mr. Davidson,
I have registered onto the math blog site and I was wondering how to do I actually post a blog since I have not been able to find the button that allows me to actually make a post.


9 Hi Mr. Davidson,

Tomorrow I have a study hall first and last block.  I was wondering if you were free either of those blocks so that I could go over the test with you.

Thanks!


10 Hi Mr.Davidson,
I went over the clock problems with a friend and now I understand it so I don’t need to meet with you! Thanks


11 Hi Mr Davidson,
Could i see you tommorow morning before school starts to go over some test questions and concepts? Thanks


12 Hi Mr. Davidson,

I’m in your F Block Honors Geometry class. I just have one question. On the test, on problem 3, for the collinear points question, I think it was the last one. I got that question wrong because I said the points were collinear. I don’t know why, though, its wrong. Can you please explain it to me so I don’t make the same mistake on future test or quizzes?

Thanks,


13 Hello,

I just submitted the post that I created on the blog website.
I did not remember how to make the math look like math.
Also, when I try to preview it, it says “Sorry, no posts matched your criteria.”
I probably did something wrong and I’m not really sure how I can fix it.

Thanks,


14 Hi Mr. Davidson,

I think I may have left my math book in your class on Friday. If you have it could you please let me know and I can get it on Tuesday.

Thank you very much and have a good long weekend!


15 It is Stu Dent. I have contacted you because i finished my blog, and saved it, but then logged out, and it seems now that the website could be messed up, because when i try, it says “Cheatin’ Uh.” I will continue to try, but could you please respond, because i would like to have my post up.


16 Hi Mr. Davidson,
This seems like forever ago, but at the end of last year you said you could help me out by writing my college recommendation.  I have the form from the school and the forms from CommonApp.org almost ready to give you, so I thought I should let you know where I am/remind you.  I am applying to one school Early (November 1), so I also have an envelope from that school, and then I will bring the rest later when I decide what schools I am going to apply to Regular (January 1).
Would you like to meet with me before you write it?  Or can I just drop off the packet of papers with you?
I only have one free, so if we met it would probably have to be either in the morning, during lunch, or quickly after school.
Thanks for all your help,


17 Hi Mr.Davidson,
My parents and I discussed my last quiz and test grades we thought
that maybe I should consider taking the CP geometry course. Do you
have any input on this and is there an F block CP geometry class?
Please let me know.
Thank you,


18 Mr. Davidson
So i know it’s been a while since we’ve talked but I was wondering if you need anything from me for teacher recs. I will have the envelopes and teacher rec form to you for Thursday. May I drop it off Thursday after school? I am actually just giving you the info (envelope, due date) for the school that I am applying early to because I still have to finalize my other schools. I will tell you the rest of the schools as soon as I finish my list. I hope that’s okay.
Thanks,


19 hi mr. davidson!
its Matilda. well i was talking to Stu Dent and he tried helping me with the blogging but it wouldnt work. and he said that i had the same problem as him and the admin messed up the account or something like that. i couldnt write the blog! let me know how to fix it. see you tomorrow!


20 Hi Mr. Davidson, I’m finishing up the teacher recommendation package that I plan to give to you tomorrow in school. There are a few things that I can include if you feel that you need or want them: my activity list, parent brag sheet, the teacher rec Basic Questionnaire, etc. Would you like me to include any of these in your package?

Jan 8 2010

Friday cat blogging

(For those who don’t know what Friday Cat Blogging is all about, see here or here or especially here.)

Today’s observation is that chairs are for humans. William doesn’t agree:

Jan 7 2010

How many applications?

I’ve just sent off my final college recommendations — for a couple of schools that have surprisingly late deadlines of January 10 or January 15. My spreadsheet shows that the students who asked me to write recommendations for them this year altogether applied to an average of 7.5 colleges apiece (ranging from 2 to 14). Last year’s seniors applied to an average of 10.4 colleges apiece (ranging from 5 to 16).

What accounts for this dramatic drop? Of course we’re talking about only a small subset of the senior class at Weston, so it might not be statistically significant. But I do wonder whether there is finally a reaction to the excessive number of applications that the Common App has encouraged, or whether this year’s senior class includes a lot more students admitted early (under Early Decision or Early Action), so they are less likely to apply to a lot of schools in round two, or whether there’s some other explanation I haven’t thought of.

Jan 6 2010

Harry Potter at the Museum of Science

After spending a totally absorbing 90 minutes at Harry Potter: The Exhibition, I still don’t know why it’s at the Museum of Science of all places — what’s the connection with science? — but I highly recommend it nonetheless. The exhibition consists mainly of actual props, sets, and costumes from the filming of the Harry Potter movies, supported by small amounts of textual commentary and other related material. By far the most striking aspect of the show is the exquisite attention to detail; every tiny bit of the handmade costumes and other props has been carefully crafted and expertly weathered so has not to look new. The verisimilitude has been enhanced by the context in which the materials are set — sometimes actual scenes but more often just sets that are suggestive of the scenes used in the movies. Even the usual store that you are forced to walk through when leaving the exhibit is entrancing, as it is made up to look like various shops from the movies. The exhibition will be there until February 21; don’t miss it!

Incidentally, it struck me as I was walking through the exhibits that there is a deep connection with model railroading here. I was asking myself why I would be interested in costume design, a subject that actually doesn’t interest me at all. And yet the costumes were among the most fascinating artifacts on display. Halfway through it hit me: even though everything was 1:1 scale, it’s a lot like a model railroad! The attention to detail created a miniature world that selectively reflects the real world but veers off into fantasy in various ways. I once again thought of imaginary gardens with real toads in them. See a post I wrote four and half years ago, which was actually about math but could equally as well have been about model railroading; it’s just that everything is intertwingled.

Jan 2 2010

Julie and Julia

Julie and Julia has gotten so much publicity that I’m not sure I have much to add. It was a good movie to watch on New Year’s Eve — but watch it anyway if you haven’t seen it yet, New Year’s Eve or not. In this fictionalization of a true story, Meryl Streep is surprisingly successful at portraying the great Julia Child, Amy Adams does a great job as the irritating Julie Powell, the food looks delicious, the scenes in Paris are inviting, and Queens looks like…well…Queens. Paul Child and Eric Powell are played as unendingly supportive husbands, as they apparently were in real life. (Maybe that’s why some reviewers consider this a chick flick.) There are no surprises here — just a well-made, charming, and entertaining movie. Don’t listen to those who tell you it’s too long (at 123 minutes); it isn’t.

Jan 1 2010

Friday cat blogging

Vincent likes the riverboat too:

Dec 30 2009

The Man from Earth

The Man from Earth is a quirky movie that you should see if you like talky films that make you think. Skip it if you insist on visual effects, exciting plot, and a clean resolution at the end. Clearly a low-budget effort, the entire film is a conversation among a group of college professors holding a going-away party for one of their colleagues, who has been teaching with them for ten years without apparently aging. It soon develops that his colleague claims to be 14,000 years old, and he has to keep moving every ten years or so before people get suspicious of the fact that he doesn’t seem to get older. Because almost all of the characters consider themselves scientists, they are of course skeptical and demand lots of evidence, which they then manage to explain away. (I say “consider themselves scientists” because they are mostly not hard scientists — biologists, chemists, physicists — but some are in related fields. One is an anthropologist, one an archeologist, one a historian, one a Christian theologian.) The acting can be a bit wooden at times, but I for one did not find that to be a problem; these are supposed to be professors after all, but we’ve all known some professors who are a bit wooden but nonetheless real. Anyway, if you’ve ever enjoyed sitting around with friends and discussing philosophy and science, you’ll enjoy The Man from Earth. It reminds me of My Dinner with André; if you liked that movie, you’ll like this one.

Dec 28 2009

Mathematician’s Lament

“Mental acuity of any kind comes from solving problems yourself, not from being told how to solve them.”

So says Paul Lockhart, and I couldn’t agree more. It’s great having cooperative students who will correctly follow directions in solving problems — or should I say exercises — but following directions is a cheap virtue. As Lockhart observes, you don’t develop your mental faculties that way. On March 28, 2008, I wrote a brief laudatory piece about Lockhart’s fascinating essay, which he has now turned into an irritating book, also called Mathematician’s Lament. That’s too bad, as he has a lot of valid things to say. But most readers will be unable to see what’s good because it’s surrounding by so much that’s annoying. In particular, Lockhart seems to take an extreme view in favor of throwing out all curriculum and all direct instruction, replacing everything with student-directed problem solving. I say “seems to take” because in fact that’s not actually his position; it’s just that he gets so carried away with his radical POV that everything else gets lost. So, if you read this book, you need to star the following sentence in particular:

If I object to a pendulum being too far to one side, it doesn’t mean I want it to be all the way on the other side.

Keep that in mind. It’s just that everything Lockhart discusses is in fact all the way on the other side. Consider, for example, this provocative chapter title: “High School Geometry: Instrument of the Devil.” Certainly some students do like geometry, though Lockhart claims that those students would like it even more if it were taught his way. And surely most adults remember their high school geometry class with something less than fondness. The big complaint about high school geometry — and here I agree with Lockhart — is that the central themes of proof and definition are presented so woodenly. Writing proofs about claims that are obvious feels arbitrary and useless, and yet that’s what most of the early months of geometry are filled with. And the two-column format is arbitrary and restrictive, a peculiar American custom that no real mathematician would ever use. As Lockhart observes, “A proof should be an epiphany from the gods, not a coded message from the Pentagon.” But it’s rare experience in high school geometry for students to spend a long time struggling with a non-obvious problem, then to come up with a non-obvious conjecture, and finally to write a convincing proof that shows how the conjecture connects with other knowledge. That’s how it should be done.

A similar issue occurs with definitions:

Definitions matter. They come from aesthetic decisions about what distinctions you as an artist consider important. And they are problem-generated. To make a definition is to highlight and call attention to a feature or a structural property. Historically this comes out of working on a problem, not as a prelude to it.

Hear, hear!

All of this, of course, is driven by one’s concept of what math really is. Lockhart is a pure mathematician, viewing problem-solving and puzzle-solving as rewarding for their own sake, and I agree with him there. But his contempt for applied mathematics will do nothing but turn off most of his readers. It’s important for students to understand that applications come after the math is developed and hardly ever motivate the discovery of new mathematics, but it’s also important for them to work with those applications. Some students will be motivated by that, and everyone will learn something that their future teachers will expect. Nevertheless, Lockhart’s characterization of what math really is is spot on:

Math is not about a collection of “truths” (however useful or interesting they may be). Math is about reason and understanding.

Unfortunately this characterization flies in the face of so much of what is expected of math teachers and math students. MCAS and SATs and science teachers inadvertently encourage the “collection of truths” misconception, even though they of course also want reason and understanding.

Finally, I need to mention the subtitle of Dan Meyer’s blog, dy/dan. The subtitle is simply less helpful. This characterization may seem like an odd one, especially when it’s the subtitle of a blog that’s well worth reading. But Meyer’s resolution to be less helpful is an important one. Like most math teachers, my unthinking inclination is usually to try to be helpful, to answer questions, to point students in the right direction. But Lockhart’s response to a certain question from a student is to observe that “the right thing for me to do as your math teacher would be nothing.” In other words, to be less helpful. That, in the long run, is what will actually be helpful to the student. I just wish that Lockhart had limited himself to a more tempered criticism and had been clearer about taking a balanced approach; he will turn off too many readers who would have a lot to gain from his wisdom if they could only pay attention to what’s good rather than what’s irritating in this provocative book.

Dec 27 2009

Lady Killer

The setting of Lisa Scottoline’s Lady Killer feels authentic to me, but that judgment certainly doesn’t come from first-hand experience. Unlike my previous review (of My Latest Grievance, where the family, the location, and the social milieu are all familiar to me), I have to take a lot on faith here: the world of Italian Catholic working-class South Philadelphia is certainly not my own. Lady Killer is firmly in the traditional mystery genre, definitely on the light side, much more a cozy than a hard-boiled thriller, despite the setting. The plot is engaging, the characters are mostly appealing (except for the woman who may or may not be the victim — but even that’s traditional in the mystery genre), and the themes are reassuring.

This 12th novel in Scottoline’s Bennie Rosato/Mary DiNunzio series can be read as a standalone work of fiction, although the context and characters will make somewhat more sense if you’ve read at least some of the preceding stories. But read it anyway; it’s meant to be more entertaining than deep, and it succeeds on its own terms.

Dec 26 2009

My Latest Grievance

The first page of Elinor Lipman’s 2006 novel, My Latest Grievance, grabbed my attention immediately:

Of the five main characters, narrator and protagonist Frederica Hatch is a sophomore at Brookline High School. Two of the others — Frederica’s parents — are well described in the excerpt above. The fourth is her father’s over-the-top ex-wife, Laura Lee French, who serves as the catalyst for conflict and resolution within the novel. The fifth, Dewing College itself, might or might not be based on Pine Manor College; that’s my hunch, though I have no hard evidence to support this conjecture.

As you can probably tell by this point, My Latest Grievance is a satire, but a very gentle and sympathetic one. Elinor Lipman is best known as an observer of human interactions and social mores; the added touch of having her novel narrated by an indulged only child of radical parents gives it a point of view that’s fascinating to the reader (at least to this reader). While it’s firmly anchored in Brookline, no special knowledge of the Boston area is needed in order to enjoy reading it.

Dec 25 2009

Friday cat blogging

Vincent is shy and doesn’t like having his picture taken:
vincent-shy

Dec 24 2009

Meeting across the River

Meeting across the River has a truly unusual and creative premise for a collection of 20 short stories. Its subtitle, Stories Inspired by the Haunting Bruce Springsteen Song, reveals the premise: every story (each by a different author) was inspired in its own way by Springsteen’s “Meeting across the River.” Editors Jessica Kaye and Richard J. Brewer have selected a wide variety of tales, ranging from serious and intense to light and humorous. Because the song itself is quite ambiguous, the authors have been free to interpret it in many different ways, though all have stuck to the story line and the names of the characters, especially Eddie and Cherry. For instance, consider this stanza:

Well Cherry says she’s gonna walk
’Cause she found out I took her radio and hocked it
But Eddie, man, she don’t understand
That two grand’s practically sitting here in my pocket

We don’t know how the speaker is expecting to get his two grand — drugs? gambling? weapons deal? — but we definitely get a sense of what he is like and what Cherry is like, all from four short lines.

We don’t even know where this is all taking place, although the line “Gotta make it through the tunnel” and the fact that Springsteen is from Jersey certainly suggests that he’s talking about the Lincoln or Holland Tunnel and therefore the deal is in New York City. (Of course I might be biased, since I’m from Jersey myself.) Some of the authors follow up on this idea, some don’t. For instance, here is the opening of Eddie Muller’s contribution:

…He just stares straight ahead at the lights on Canal Street and aims the Cadillac toward the tunnel, getting us the hell out of Manhattan and back to Bayonne.

No doubt about the setting in that story, is there?

Perhaps the most creative setting is found in Eric Garcia’s story: a Monopoly board! Well, actually it’s the fictionalized Atlantic City featured in Monopoly, but Garcia’s characters are, of course, the Parker brothers, and we get paragraphs like this one:

So Jimmy kept walking. Past Eddie’s place on St. Charles, past the new hotel on Tennessee Avenue, past the free parking, Marvin Gardens, the old waterworks, and the rest of the chichi suburbs on Pacific and Pennsylvania Avenues. Jimmy kept moving because he had no choice. Soon he was past the high-rise towers on Park Place and heading for a walk on the boardwalk. After that, he figured he’d start all over again. Maybe find someone else to loan him two hundred bucks.

Other stories in the collection were written by William Kent Krueger, Pam Houston, C.J. Box, Gregg Hurwitz, Michael John Richardson, and a host of other authors. The stories range in length from six pages to 18, but the average is only ten, so the book is easily digested in bite-sized chunks. In order to avoid the easy trap of confusing one story with another — given the similarities of names and themes — I listened to them one or two at a time, spreading it over a period of many months. But of course it wouldn’t be hard to go through all 20 stories, one after another. Try them out in whichever manner you prefer, and be sure to listen to the song at several points along the way.

Dec 22 2009

The Meaning of Everything

Like many other books that I enjoy, Simon Winchester’s non-fiction opus, The Meaning of Everything: The Story of the Oxford English Dictionary, won’t appeal to everyone. But if you’re interested in words — and the development of the English language in general — you won’t want to miss this compelling story of the 54-year-long construction of the OED. Something of a companion volume to The Professor and the Madman, we have here what Paul Harvey would call “the rest of the story.” It’s a reasonably comprehensive account of how the OED was built and what the contributors were like. It’s at least as much a human history as it is the story of a dictionary. You would probably expect it to be dry, but it isn’t. In fact, if anything, I would have liked more technical details. But that’s just me; most readers will prefer it the way it is.

Dec 20 2009

The Girl with the Dragon Tattoo

The late Stieg Larsson’s The Girl with the Dragon Tattoo is a quirky and fascinating novel. It is at once a thriller, a character study, and a political exploration — all taking place in Sweden. The lead character, Lisbeth Salander, is a brilliant computer programmer who seems to have Asperger’s Syndrome (not unusual among brilliant computer programmers). Secondary themes abound — political and corporate corruption, pressures on independent media, modern-day fascism, various shades of hacking, sexual violence, racism, the complexities of human interaction — all tightly interwoven with each other and with the main plot. Read the book, or listen to the audiobook version (superbly read aloud by Simon Vance) as I did.

Dec 19 2009

The Bookwoman’s Last Fling

Here I am, continuing my efforts to catch up on some of the books I read in 2009. I’ll turn my attention now to writing a capsule review of John Dunning’s The Bookwoman’s Last Fling. As a bibliophile, I’ve had a special fondness for Dunning for many years, but this book just isn’t as good as its predecessors.

In case you aren’t familiar with Dunning, take a look at my brief pre-review of The Bookman’s Promise. I wrote that post before I had finished reading the entire book, but in the end it held up as I had expected:

…some interesting history, a bit too much violence, and unfortunately not quite so much fascinating detail about the book business as the first two books offered the reader… But so far it’s well worth reading, even if it’s a notch below Booked to Die and The Bookman’s Wake.

Unfortunately The Bookwoman’s Last Fling continues the downward trend: it’s still worth reading, but it’s two notches below The Bookman’s Promise; unless you’re committed to Dunning, just read Booked to Die and then The Bookman’s Wake.

Dec 18 2009

Friday cat blogging

Rosie is cold:
Rosie+heater

Dec 16 2009

Special Topics in Calamity Physics

Yes, this is a bizarre title for a novel. But a novel it is. And it continues one of the themes suggested in yesterday’s post: the extraordinary but still believable teenager.

Many readers found Marisha Pessl’s narrator (and hence this book, her first novel) annoying. Perhaps I’m biased, because I’ve taught teenagers for many years, but I can’t object when they are merely annoying; you have to look beyond that to the wide panoply of redeeming characteristics. In this case the narrator, Blue van Meer, is a precocious intellectual — precocious to the point of being a definite outlier but not to the point of stretching credulity. That, of course, is my opinion. Yours may differ. In fact, this is one of the rare occasions when I want to look at the opinions of others. Normally I review books, not reviews of books; but I’ll make an exception this time.

Let’s look at some excerpts from the contrasting but not incompatible reviews in the Washington Post and the New York Times. First comes Donna Rifkind in the Washington Post:

A self-absorbed scholar and a young girl crisscross America by car, flitting through college towns where they endure ill-advised sexual encounters, heartache and a potent dose of popular culture. Studded with ingenious wordplay and recondite allusions, their story veers between highbrow comedy and lowbrow tragedy as it careens toward a couple of ambiguous murders and some crafty detective work.

Ten points if you identified this as the plot of Vladimir Nabokov’s Lolita. Extra credit if you also recognize it (minus the pedophilia) as the plot of a much-ballyhooed first novel by Marisha Pessl, who tackles the art of fiction by vigorously associating everything in her book with something else. Constructing the novel as if it were the core curriculum for a literature survey course, complete with a final exam, Pessl gives each chapter the title of a classic literary work to which the episode’s events have a sly connection: Chapter 6, “Brave New World,” describes the first day of a new school year, while in Chapter 11, “Moby-Dick,” a large man drowns in a swimming pool.

Along the way, there are thousands of references to books and movies both real and imagined, as well as an assortment of pen-and-ink drawings.

[H]unkering down for 514 pages of frantic literary exhibitionism turns into a weary business for the reader, who after much patient effort deserves to feel something stronger than appreciation for a lot of clever name-dropping and a rush of metaphors.

As a Harvard freshman recounting the events of the previous year, …, Blue remembers being thoroughly in thrall to her father, a political science professor who changes jobs at third-tier colleges so frequently that by age 16 she’s attended 24 different schools. To compensate for this rootlessness (her lepidopterist mom died in a car crash when Blue was 5), Dad has promised his daughter an undisturbed senior year in the North Carolina mountain town of Stockton, where Blue will attend the ultra-preppy St. Gallway School.

It’s at St. Gallway that Blue’s dedication to her pompous, theory-spouting father begins to waver. Her attention is diverted by the school’s most glamorous figures, a clique of five flighty kids called the Bluebloods who meet every Sunday night for dinner at the home of their mentor, Hannah Schneider, a charismatic film teacher.

[T]he final third of the book charts Blue’s efforts to prove that the teacher did not commit suicide, as the coroner concluded, but was murdered.

Like Hannah, Pessl herself is something of an expert at evasion, nimbly avoiding scenes that might require emotional delineation, hiding behind this Nabokovian sentence structure or that Hitchcockian plot twist, always equipped to defend each dodge with the tacit reproach that, hey, it’s only a high-school murder mystery, lighten up. Yet here and there the author betrays glimpses of sensitivity, in Blue’s genuine expressions of grief for the early loss of her mother and in this moving evocation of loneliness, framed (of course) in a simile: “To the far-off tune of the blue Volvo driving away, it slipped over me, sadness, deadness, like a sheet over summer furniture.”

These briefly poignant moments are enough to make a reader wish for more, for a book that is less about other books and more about life…

And then we have Janet Maslin in the New York Times:

Marisha Pessl’s Special Topics in Calamity Physics is the most flashily erudite first novel since Jonathan Safran Foer’s Everything Is Illuminated. With its pirouettes and cartwheels, its tireless annotations and digressions, it has a similar whiz-kid eagerness to wow the reader.

In Ms. Pessl’s case that means sustaining the mock-academic brio of her title throughout a long, serpentine, seemingly lightweight schoolgirl story. It also means that the narrative…is sectioned into chapters named for works by writers familiar from the classroom.

The extremely good news: Special Topics in Calamity Physics soon jettisons its booster rockets and begins to soar. All Ms. Pessl must do is dispel the suspicion that she is dawdling and indicate that serious ingenuity is at play. At that point the teenage insights of the book’s narrator, Blue van Meer, become only part of a more complex construction, and it becomes evident that Ms. Pessl has hidden a secret history beneath her novel’s surface.

This book’s gradual upward trajectory leads it toward mounting suspense, a hall-of-mirrors finale and a coda that is supremely inspired. In the guise of asking questions, Ms. Pessl resoundingly answers a big one: yes, she knew precisely what she was doing all along.

Everything about Special Topics in Calamity Physics is comparably coy, convoluted, brightly self-conscious and (to use a word blessedly remote from Blue’s jubilant vocabulary) postmodern. Even the physics equation on the book’s back cover has outsized verve. And what begins as a dubious proposition, in a world wholly without need for additions to its Prep School Confidential bibliography, becomes a whirling, glittering, multifaceted marvel, delivered in an irrepressibly smart and flamboyant new voice. No reference points need be invoked. It speaks for itself.

The book’s triumphant coda is a final exam rehashing questions raised by the narrative. True or false: “Blue van Meer has read too many books.” True or false: “Reading an obscene number of reference books is greatly advantageous to one’s mental health.”

Here’s one not from Ms. Pessl. Q: Is Special Topics in Calamity Physics required reading for devotees of inventive new fiction? A: Yes.

So both reviews are somewhat mixed, but I definitely agree with the overall tenor of the second one. Add this to my list of recommended novels about high schools and high-school students.

Dec 15 2009

The Last Child

Part mystery and part thriller, John Hart’s absorbing novel, The Last Child, is well worth reading. Actually, more than a mystery or a thriller, it’s a portrait of an extraordinary 13-year-old boy, a mother, and a police detective, all caught up in forces beyond their control. It’s about obsession and relationships and friendship, all wrapped in rural North Carolina. I’m not sure that I want to say anything more about it, other than to recommend it if you want something that transcends the usual conventions of the mystery genre.

Dec 13 2009

Requiring algebra in eighth grade

Ten years ago, the highly respected mathematician Lynn Arthur Steen wrote an article entitled, “Algebra for All in Eighth Grade: What’s the Rush?” Well, now we know what the rush is…or do we? Steen sets up the issue with a couple of rhetorical questions:

How can a subject that for many adults serves as a metaphor for frustration suddenly be the top priority for soccer moms and internet dads? And why do so many parents suddenly demand of their schools and their children something they themselves neither mastered nor loved?

He then proceeds to give several arguments in favor of algebra: it provides access to higher education and jobs, it is the language of the information age, it is the mark of a rigorous education… in short, it is “the key to access in our technological society.”

But then come the counterarguments:

  • Relatively few students finish seventh grade prepared to study algebra. At this age students’ readiness for algebra — their maturity, motivation, and preparation — is as varied as their height, weight, and sexual maturity. Premature immersion in the abstraction of algebra is a leading source of math anxiety among adults.
  • Even fewer eighth grade teachers are prepared to teach algebra. Most eighth grade teachers, having migrated upwards from an elementary license, are barely qualified to teach the mix of advanced arithmetic and pre-algebra topics found in traditional eighth grade mathematics. Practically nothing is worse for students’ mathematical growth than instruction by a teacher who is uncomfortable with algebra and insecure about mathematics.
  • Few algebra courses or textbooks offer sufficient immersion in the kind of concrete, authentic problems that many students require as a bridge from numbers to variables and from arithmetic to algebra. Indeed, despite revolutionary changes in technology and in the practice of mathematics, most algebra courses are still filled with mindless exercises in symbol manipulation that require extraordinary motivation to master.
  • Most teachers don’t believe that all students can learn algebra in eighth grade. Many studies show that teachers’ beliefs about children and about mathematics significantly influence student learning. Algebra in eighth grade cannot succeed unless teachers believe that all their students can learn it.

So, where does this leave us? Steen’s conclusion is a sensible one: everyone should take algebra, but not necessarily in eighth grade. As the title of his article asks, What’s the rush?

The rush is that many states, including California and Massachusetts, are now mandating algebra in eighth grade, which moves the argument from whether we should implement this to how we should implement it; Steen’s four bullet points are real, and passing laws won’t wash them away. This is not to say that all eighth-graders really do study algebra, but Weston is surely not the only system in which Algebra I is simply not even offered at the high school: we expect all incoming ninth-graders to enter with an Algebra I background. I don’t know about other school systems, but Weston has attempted to address all four of Steen’s points, though the frst three are of course easier to remedy than the fourth. Nationwide about one third of eighth-graders study algebra, for better or for worse. Weston, of course, is Lake Wobegon, so all of our students are capable of learning algebra in eighth grade.

For much more depth of this question, read Tom Loveless’s article, “The Misplaced Math Student: Lost in Eighth-Grade Algebra,” or his full report from the Brown Center of the Brookings Institution. Here are a few interesting excerpts from this 16-page document:

At first glance, this appears to be good news… Research also suggests that students who take algebra earlier rather than later subsequently have higher math skills. These findings, however, are clouded by selection effects — by the presence of unmeasured factors influencing who takes algebra early and who takes it late…

The push for universal eighth-grade algebra is based on an argument for equity, not on empirical evidence. By completing algebra in eighth grade… students are able to take calculus in the senior year of high school… From this point of view, expanding eighth-grade algebra to include all students opens up opportunities for advancement to students who previously had not been afforded them, in particular students of color and from poor families. Democratizing eighth-grade algebra promotes social justice.

One catch. Course-taking is a means to an end, not an end in itself. Students take math courses to learn mathematics. Will policies mandating algebra for all eighth graders mean that the nation’s students learn more math? Not necessarily…

Loveless then goes on to cite statistics that show that “the typical eighth grader in an advanced math course knows less today than in 2000.” Hmmm…

…Any teacher who stops to teach misplaced students fractions shortchanges the well-prepared students who sit in that algebra class… There will be advocates, despite the data presented here, who will continue to argue for placing low-performing eighth graders in algebra classes. They believe that a more rigorous course is always preferable to a less rigorous one. Many do not believe that students must learn basic mathematics in order to successfully tackle higher-level mathematics… Algebra teachers already feel the strain of such unrealistic expectations.

Anyway, do read the entire article.

Here are some excerpts from Loveless’s conclusion:

One hundred twenty thousand students are misplaced in their eighth-grade math classes. They have not been prepared to learn the mathematics that they are expected to learn… Two groups of students pay a price. The misplaced eighth-graders waste a year of mathematics, lost in a curriculum of advanced math when they have not yet learned elementary arithmetic… Their clasmates also lose — students who are good at math and ready for algebra. These well-prepared but ill-served students also tend to be black and Hispanic and to come from low socioeconomic backgrounds. Teachers report that classes of students with widely diverse mathematics preparation impede effective teaching, that too many students arrive in algebra classes unmotivated to learn… Universal eighth-grade algebra is creating more problems than it solves, with 120,000 students not learning the mathematics that they need to know and hundreds of thousands of their classmates paying an educational price along with them.

Fortunately Weston is different. But read the whole article, as I said above.

On a slightly different but closely related matter, I need to mention a comment I overheard at the next table at Tavolo: “I don’t understand why kids have so much trouble with algebra. It’s nothing but finding the value of x.” No, that’s not what algebra is about. Sigh.

Dec 11 2009

Friday cat blogging

William and Sasha in their riverboat:
William+Sasha-on-riverboat

Dec 10 2009

Harp+Bard

Our quest for new dining experiences in Dorchester continues with Harp & Bard, a follow-up to our recent visit to Ledge. Barbara and I — this time with our friends Al and Melanie — enjoyed our meal enough to be willing to return. Like Ledge, we have a renovated bar turned into a real restaurant that appeals too much to kids while still being too much of a bar, both features resulting in too much noise. (Is this some kind of trend?) But the food was more consistent, and all four of us were pleased with our dinners. The one real exception was the French onion soup, which I had to try in order to compare it with the same item at Ledge. Unfortunately someone had goofed massively in the kitchen, as I fished out six — count them, six — bay leaves in my one cup of soup! After performing the essential laurelectomy I was able to enjoy the soup without being overwhelmed by the scent and taste of bay leaves, which shouldn’t have been left in the soup in the first place even if there had been only one of them; six was a ridiculous quantity.

Oh well, enough of that rant. My companions report excellent corn-and-bacon chowder; we also were pleased with the Caesar salad, the high-quality sliders (an entree-sized appetizer), the perfectly prepared mussels, and the excellent prime rib, which was cooked exactly as ordered (very differently for Melanie and for me, an indication of success on their part). Wine was OK but disappointing. Finally, I have to say that I’m impressed with their new logo:
harp+bard-logo

So, on the whole it’s a thumbs-up for the Harp & Bard, despite a few reservations. (No, not that kind of reservations. It’s not that sort of restaurant.)

Dec 8 2009

Ledge

Barbara and I, along with our friend Mary, were disappointed with Ledge, the newest restaurant in the up-and-coming Dorchester dining scene. It would probably be a fine place for lunch, but we were unimpressed with our dinner there. The most jarring thing was the atmosphere — oddly both too much like a bar and too full of young kids, neither being conducive to the quiet dining experience we had expected. Service was correspondingly erratic. The food — this is beginning to sound like a theme — was of inconsistent quality, featuring steak of mediocre quality, adequate onion soup, routine mac and cheese, and excellent vegetables. Probably one could put together a good meal here if one knew what to order, but there are too many other better dining options around to make it worth returning to Ledge.

Dec 7 2009

HUB Model Train Expo

Just went to the Hub Model Train Expo in Marlborough. It was surprisingly popular — I had to park a quarter mile away — but somewhat disappointing. There were lots of vendors, mostly selling similar items, and only a few scenicked layouts. I did, however, find one scene that I admired and will take as an inspiration:
SachemGorge

Dec 6 2009

The true spirit of Christmas?

Note the combo of decorations in front of this house on Furnace Brook Parkway in Quincy:
SpiritOfXmas

Dec 5 2009

Traumatized for life

Some of us can barely remember anything from third grade, but last night at a restaurant in Dorchester I met someone my age who was truly traumatized for life by a single experience way back in third grade. We’ll call her Laura. When she found out that I’m a math teacher, she had to tell me her story. It went something like this:

A couple of weeks into second grade, Laura’s teacher determined that she was so bright that she should skip a grade, and so Laura was instantly promoted to third grade — with the approval of her mother, but the frowning disapproval of the third-grade teacher, whose plans and groups were all messed up by this unexpected child. The third-graders had been adding two-digit numbers with carrying, but of course Laura didn’t know how to do this, since she had missed all but the first two weeks of second grade, not to mention the beginning of third. When she was unable to do the assigned problems, the teacher called her up in front of the room and said to the class, “Laura thinks she’s so smart because she skipped a grade, but in fact she’s stupid. She can’t even add 28 and 47.”

And to this day — despite success in future math courses, and eventually getting into med school — Laura has a phobia about math.

Dec 4 2009

The Writing Class

The Writing Class, by Jincy Willett, might make a good companion volume to The Jane Austen Book Club. Though much lighter — with no pretense of being serious literature — this mystery novel also deals with a group of adult English students. This time, as the title reveals, they’re a writing class rather than a book club. The Writing Class functions well on at least two levels: as an excellent mystery and as an amusing satire. Although I’ve never taken an adult-ed writing class, I’ve taken enough other adult-ed courses to realize that this one definitely rings true, even if it has to be a bit over the top (it’s satire, after all). The character development and the plot are everything one wants (if one doesn’t mind a bit of implausibility). This black comedy is definitely worth reading!

Dec 3 2009

Defining a trapezoid

This is the cue for my students to roll their eyes… Yesterday I got into a heated discussion with another math teacher about an important issue: how to define a trapezoid. He was arguing in favor of the position that a trapezoid has exactly one pair of parallel sides; I was arguing in favor of the position that a trapezoid has at least one pair of parallel sides. We both agree that it’s a quadrilateral.

My opponent made several good points:

  • Our current textbook defines the word his way.
  • So do some other textbooks.
  • The common image of a trapezoid has two non-parallel sides.
  • We don’t expect someone to look at a parallelogram and exclaim, “That’s a trapezoid!”

But I made, IMHO, several better points:

  • Nowhere else do we define a geometric object in this exclusionary way. We don’t say that a rectangle cannot have four congruent sides. We all agree that squares are rectangles, rhombuses are parallelograms, circles are ellipses, etc.
  • Many textbooks, including Moise’s and UCSMP, do define it my way.
  • In the software we use, the Geometer’s Sketchpad, it’s straightforward to construct a trapezoid with my definition but not with his.
  • Most importantly, the quadrilateral hierarchy should show parallelograms as a subset of trapezoids because theorems about trapezoids also apply to parallelograms.

Of course it all leads to a teachable moment — or more than a moment, actually. In my honors geometry class we devoted more than an hour of class and homework time to exploring the ramifications of the two definitions. Then the issue emerged in a question on the next quiz:

Always/Sometimes/Never: Under Mr. Davidson’s preferred definition of “trapezoid,” the diagonals of a trapezoid are congruent.

And then in a four-part question on the next test:

  1. Define “trapezoid” as the textbook does.
  2. Define “trapezoid” in the way that Mr. Davidson prefers.
  3. Former Harvard professor Edwin Moise has the following theorem (not definition) in his book: “A trapezoid is a parallelogram if its diagonals bisect each other.” Can you tell which of the two definitions of “trapezoid” must have preceded this theorem? Explain convincingly.
  4. Prove Moise’s theorem (using whichever definition you identified in part c).

Bonus: little did I realize that the embedded “if” in Moise’s theorem would confuse some students. Apparently they had never seen a theorem where the consequent preceded the antecedent. So that led to a worksheet for another assignment.

Thinking about what you’re learning is a good thing. And, as Humpty Dumpty said in Through the Looking Glass, “When I use a word, it means just what I choose it to mean — neither more nor less.”

eXTReMe Tracker