Significant digits can arise out of less significant data, right? For instance, you probably learned in ninth-grade science that a number rounded to one significant figure can be magically turned into one with three significant figures simply by changing measurement… Read More ›
Teaching & Learning
Chinatown or Mission Hill?
Every year, the rising high-school sophomores at the Crimson Summer Academy take a field trip to a Boston neighborhood as part of their Quantitative Reasoning class. “What,” you may ask, “does a field trip to a neighborhood have to do… Read More ›
Kids today
“What’s the matter with kids today? Why can’t they be like we were, perfect in every way?” OK, that’s satire. But I’ve heard plenty of teachers say, in all seriousness, “Why don’t students read instructions anymore?” Or, in a tone… Read More ›
June Academy: Create Your Own Country
For the second week of June Academy, my colleague Mary Fierabend and I co-taught a course called Create Your Own Country. Mostly working in pairs, students imagined and created their own countries, emphasizing one or more themes: maps political structure/government… Read More ›
June Academy: Egyptian Hieroglyphics
For the first week of June Academy, I taught a 15-hour course on Egyptian Hieroglyphics. Many students produced spectacular results, as you can gather from this poster showing their name cards (explanation to follow): The student work is visually beautiful, much of… Read More ›
June Academy
Usually a school year ends with final exams — at Weston and elsewhere. As we know, final exams are designed to reduce stress and pressure by providing a relaxing time when classroom temperatures are over 90°. Right? No? You say… Read More ›
Bullying Three Ways
I originally started drafting this post well before last night’s presidential debate and the follow-up by Van Jones, but these events have slightly rearranged what I need to say. This thread actually started on September 27 with four talks (to different… Read More ›
Desmos Redux
We had a productive workshop today, identifying and developing materials for using Desmos — primarily, but not exclusively, in Algebra 2 and Precalc 2. There are at least two different ways to use Desmos: as a graphing calculator that’s much better than… Read More ›
Introverted teachers
INTJ … What’s wrong with being an introvert? Nothing, of course. Nothing, that is, unless you buy into the dominant American value: extraversion good, introversion bad. I wasn’t even conscious that that was an American value until I had already been… Read More ›
Do you need help with Ulysses ? Of course you do.
J.D. Biersdorfer knows what she’s talking about: It’s O.K. to admit it: You tried to read James Joyce’s “Ulysses” and ended up chucking the thing aside in frustration. You are not alone. According to her letters, Virginia Woolf (“Never did I… Read More ›
15th Century crypto
If you’re sufficiently geeky, you will surely want to know something unexpected about the mathematics of functions and their inverses: cryptography in the 15th Century. Why? Because then we’re focusing on the transition from the monoalphabetic ciphers (such as Caesar,… Read More ›
A multilingual bookmark
I’ll have to give this as a puzzle to my incoming freshmen in September. You know how libraries give out free bookmarks as a service to their customers? (I’m sure it’s mostly just a way to discourage evil practices like… Read More ›
What!? We’re making fun of Comic Sans yet again???
Would be even better with Bart Simpson…
Do teachers’ unions protect bad teachers?
Some significant fraction of the general public despises teachers. Everything that’s wrong with schools is our fault. And many of those who despise teachers place particular blame on teachers’ unions, which in their view serve to protect bad teachers (and… Read More ›
SMAPFY
“What,” you ask, “is SMAPFY?” I’m sure that is what you’re asking, isn’t it? SMAPFY stands for “Supreme Musical Artists of the Past Fifty Years”; it’s a voting simulation that we have been conducting at the Crimson Summer Academy for the past ten… Read More ›
The wrong way to teach math?
A headline writer attached this misleading title to an opinion piece in the New York Times last Sunday. My response (this post) is yet another follow-up to the follow-up I posted on February 18. Apparently the issue just won’t go away! Andrew Hacker continues to… Read More ›
Don’t do this!
So…don’t do this! From Sam Shah:
Why do you roll your eyes?
Don’t bother reading this post if you don’t know any teenagers — or if you never were one yourself. A recent column in the New York Times provides a perspective on understanding a common behavior of teenage girls (and boys…and tweens…). I… Read More ›
Who needs algebra? — A follow-up
Lucy Brownstein, a high-school student from Brooklyn, wrote a fine response to Andrew Hacker (see my post of February 7). You noticed that I didn’t say something like “a fine response for a high-schooler.” It’s a fine response, period. But still, it’s especially… Read More ›
“Stop humiliating teachers!” writes David Denby.
This commentary by David Denby in the New Yorker shouldn’t even be necessary. But of course it is. As everyone knows, the general public (especially, but by no means exclusively, Republicans) have a negative view of public-school teachers. So-called reformers want to… Read More ›
Learning Strategies 