In this past Sunday’s New York Times Book Review, Jim Holt wrote a mildly interesting review of the new book by John Allen Paulos, Irreligion: A Mathematician Explains Why the Arguments for God Just Don’t Add Up. Since I haven’t… Read More ›
Math
The fuzzy math of Huckabee's FairTax
There are many things to dislike about Mike Huckabee’s proposal for a 30% national sales tax, the so-called Fair Tax, such as the fact that it’s thoroughly regressive. (It would lower taxes slightly for the poor, lower them tremendously for… Read More ›
What does this have to do with math?
Three different experiences in Algebra II today have caused me to rethink the value of projects. Although I’ve always had a theoretical appreciation of project-based learning, I’ve also always had grave doubts about placing a whole lot of emphasis on… Read More ›
Pi plate
A solstice present (from my sister Ellen, of course):
Quadratic equations will help Dorchester!
Sounds unlikely, doesn’t it? How could quadratic equations possibly help Dorchester? Well, I should first note that we’re talking about quadratic relations —in particular, those represented by hyperbolas — not about quadratic functions in the familiar form of f(x)=ax2 + bx + c, represented… Read More ›
What do we truly "need to know"?
According to the tenets of standards-based education, any teacher should focus primarily on what is “essential to know” and only secondarily on what is “nice to know.” It’s hard to disagree with this idea. But I’m going to try. The… Read More ›
Math Tests: U.K. vs. China
In the U.S. we’re accustomed to the bashing that the American system of teaching math receives from critics at home and abroad. Despite reservations about whether we’re comparing the wide spectrum of American population with the elite populations to whom… Read More ›
The Oxford Murders
If you like math and mysteries, do read The Oxford Murders, an academic mystery by an Argentinian author, Guillermo Martinez, as translated by Sonia Soto. If you don’t like math, your interest in mysteries probably won’t sustain you throughout this… Read More ›
What does an A mean?
We had a very interesting discussion in a 6–12 Math Department meeting. (That’s 6–12 as in 6th-grade through 12th, not as in a six-hour meeting.) The big question was what an A means. For example, if you get an A… Read More ›
Her students don't know how to work with percents!
Rudbeckia Hirta reports that her college students don’t know how to work with percents. I would like to say I’m surprised. I would like to say that all Weston High School students know how to work with percents. I would… Read More ›
An Inconvenient Truth
As I reported yesterday, part of Weston High School’s Earth Day observances was a screening of An Inconvenient Truth. This event was attended by everyone — students and teachers alike. (Almost everyone, actually. A few kids skipped out, and some… Read More ›
The Shape of Space
Consider what we teach in high-school geometry: There’s a lot of content from various two-dimensional topics, such as congruence, similarity, angles, polygons, and area. Much of this rehashes what was already done in middle school, though (we hope) in greater… Read More ›
Math is hard at the Home Despot
On the way home from work yesterday, I stopped at the local Home Despot — er, I mean Home Depot — in South Bay in Dorchester, in order to buy some plywood. I picked out a nice sheet, measuring the… Read More ›
Ends, means, and the content of high-school geometry
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 ›
Pi Day
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?
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?
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 ›
Math education: an inconvenient truth
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 ›
Ethnomathematics
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 ›
What should college freshmen know?
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 ›
Learning Strategies 