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In 2018 I semi-retired by retiring from Weston High School after my 21st year teaching mathematics there. This was also my 44th year as a teacher altogether. In 2023 I retired fully, adding in my 18 years at Harvard’s Crimson Summer Academy each summer. For 21 years I had taught at the Saturday Course in Milton, MA, and I used to serve on the board of the Dorchester Historical Society.

I read, cook, and spend a lot of time building my model railroad. For some reason I’m left with less free time than would be ideal, considering that I’m supposed to be retired, but somehow I also manage to devote time to my wife, Barbara, and to our varying number of cats (once up to six, but now sadly down to one).

Larry Davidson
ljd@larrydavidson.com

  • The one worst method

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    All right, we know that there isn’t any “one best method” of teaching. That’s one of the reasons why teachers need to be life-long learners: aside from being models for our students, aside from the continual need to learn new… Read More ›

  • Ends, means, and the content of high-school geometry

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    Interesting post today in Professor Hirta’s blog. Here are a couple of excerpts: Got a phone call today from a high school teacher. He was told by his supervisor that he needs to use more manipulatives in class, so he… Read More ›

  • Global Awareness Day

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    Speaking of professional development…yesterday was Global Awareness Day in the Weston Public Schools. Unlike Art Day, this was an eight-hour endeavor — very elaborate in planning, development, and conception. We began with a presentation about the forthcoming visit to Weston… Read More ›

  • I, Robot

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    So why did I bother watching the movie I, Robot? It’s because I rarely read reviews ahead of time, since reviews too often contain spoilers. But I found this movie poorly done, disrespectful to the memory of my hero Isaac… Read More ›

  • Pi Day

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    Three days ago was Pi Day (3/14). Or maybe I should say 3.14 days ago, since that was Pi Day. Anyhow, a lot of the Weston math teachers celebrated it one way or another with our classes, and Kelly of… Read More ›

  • When is a math issue really a reading issue?

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    It was one of those Jungian synchronicities. My department head returned this morning from yesterday’s all-day conference, and he told us about a talk that ascribed many students’ difficulties with math questions (and questions in other disciplines) to difficulties in… Read More ›

  • Can we have archaic and read it too?

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    If you are translating an archaic language into English, should your writing sound archaic? Or should it be readable? Altogether too many amateur translators think the former. One of my colleagues inadvertently provided a lovely example yesterday. In precalculus class… Read More ›

  • Xerox? photocopy? copy?

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    Yes, we know that Xerox® isn’t a verb. For years we’ve been carefully trying to say, “I photocopied this document,” instead of “I Xeroxed this document.” But now the photo- prefix seems to be disappearing. Some people are even puzzled… Read More ›

  • Pi (not π)

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    I just finished reading Life of Pi, the intriguing novel by Yann Martel. (I owe thanks to my colleague, Donna Gonzalez, for not only recommending this book but also lending her copy to me.) Just to get one thing straight… Read More ›

  • Dorchester described accurately

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    I know, it shouldn’t be news when a major publication describes Dorchester accurately. It should be the dog-bites-man vs. man-bites-dog thing. But, unfortunately, accurate yet positive descriptions of Dorchester have come to be man-bites-dog stories in the mainstream press. Then… Read More ›

  • Average grades

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    What should an average grade be? This question actually has two very different but intertwingled meanings. Some people, when they ask it, are wondering whether the mean (or perhaps median) grade in a school/department/course should be a B or a… Read More ›

  • Being visited by scary reviewers

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    No, they weren’t actually scary. That’s merely what one of my students thought. “Weren’t you scared?” she asked. Each department in the Weston Public Schools gets reviewed every ten years or so. This year it was the Math Department’s turn…. Read More ›

  • Art Day

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    The first Wednesday of (almost) every month is professional development day in the Weston Public Schools. Students have a half-day of classes, after which they can go home and the faculty have workshops and the like. Usually these days have… Read More ›

  • Singulars and plurals

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    I am catching up on reading old posts in Tenser, said the Tensor, which labels itself as “the blog of a graduate student in linguistics. It’s about language, science fiction, computers and technology, comics, anime, and other geekery.” How could… Read More ›

  • Math education: an inconvenient truth

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    It’s hard to know where to begin. What’s wrong with the video “Math Education: An Inconvenient Truth, ” which is primarily an attack on TERC’s Investigations in Number, Data, and Space and other standards-based curricula? Well, let me count the… Read More ›

  • Blood from a Stone

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    I recommend Blood from a Stone, by Donna Leon. If you look at the photo on the opening screen of her website, you’ll immediately see what I liked most about this novel: it makes the reader feel that s/he’s in… Read More ›

  • Ethnomathematics

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    We have recently been discussing ethnomathematics in the context of Weston’s global awareness emphasis. Here are some thoughts on this subject: It’s worth studying number systems other than our own familiar Hindu-Arabic one. Years ago I developed quite a number… Read More ›

  • The Outlier Effect

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    Just came back from seeing The Outlier Effect, a one-act play written and performed by Weston High School’s Theater Company. That’s right: not only performed by them, but also written by them. Collaboration by a mere two authors is difficult… Read More ›

  • What should college freshmen know?

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    Rudbeckia Hirta reports that she has a “freakishly competent” college calculus class: They come to class; most of them do the assigned work; they earn high scores on the assessments. Whether that situation should be so surprising is another story,… Read More ›

  • Why does 17/1000 of an inch matter?

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    In HO scale model railroading, tracks always used to have rails that are 0.100 inches high, even though that’s not strictly to scale. Many model railroaders — mostly those who interpret the word “model” strictly — favor the newer versions,… Read More ›