Have any math teachers on here used minecraft (eg arrows to teach about parabolas. You can use command blocks to make the parabolas physical arcs when you fire. Or redstone for logic?)
There is also something called "educational minecraft" apparently.
Thought I might mess around with it this summer, but don't know if it's worth the time or if I'm just making up an excuse for me to play video games. (very possible)
Curious what it was like *in a class*
Hey #MathEducation people,
I remember some time ago reading how optimal outcomes for understanding and conceptual learning in mathematics happened when the students were in control of the pacing of the learning, but the teacher still chose and sequenced the content.
Now I need to find this research again because a bunch of parents are giving my fellow teacher grief for “Not finishing the textbook” in yr 7 mathematics!
Can anyone help me find this? (Boosts welcome)
#teaching #mathematics #MathsEducation
A few weeks back I was complaining about this meme and we had a good discussion about it on here. I ended up making a lesson plan about taxes and my students really liked it so I will share it. (It is for students with a basic understanding of integration. But, you could probably rework it to skip that bit.)
https://drive.google.com/file/d/14xaQ1hMpqy0A68MAbxN49zK4HxK8m2R6/view?usp=sharing
(And if you have feedback let me know!)
Last Summer, my student intern Scarlett Spackman put together a great document about accessible teaching for #maths, #stats and #physics.
Under two headers, "Why should I care?" and "Advice", Scarlett makes the case for improving accessibility and then offers practical ways of achieving that.
I've finally got the go-ahead to share it more widely:
To do WHAT to the coordinates??
Used the laser cutter to make a holder for my class set of spirographs — for the lessons I like to do my students need to know how many teeth the gears have. They write a program that produces the same curve using turtle. (with older students we do the trig, which I just call “magic circle functions” for the grade fives)
This will make it all go much smoother!
This is 8 sets packed into one box!
#math #mathEducation #teaching #spirograph #mathematics #k12 #hypotrochoid #trigonometry
One of the many classes I teach is a calculus course for 12th year high school students. Since their peers are taking Calculus II and Linear Algebra and beyond they regard themselves as “the slow class” which is ridiculous. Most people don’t take calculus until college, if they ever encounter it at all. But young people compare themselves to their peers— 1/
It's kind of your responsibility if you are teaching someone to have some confidence in their ability to "get it" -- and, sadly I encountered a number of teachers who had little confidence in me in my own education so I tend to err on the side of "of course you can" more than "hm maybe this is too hard for you right now"
This can be an error though that can really stress some students out.
So, that is a see-saw I'm always fiddling with.
Think of a mathematical definition as having two sides: a user side and a verification side.
The verification side is what you usually see in a book or paper: a minimalistic description that makes it as easy as possible to verify that a certain mathematical object has property X.
The user side is usually presented in form of one or more theorems that follow from the verification side. They provide the rich mental image you need to have in mind to think of property X or use it in a mathematical argument — its real nature, so to speak.
For, example a dense subset \( D \subseteq \mathbb R \) is defined by the property that if there are two different elements \( x \) and \( y \) in \( D \), then there is a third one between them. This is the verification side. The user side is: If there are two different elements \( x \) and \( y \) in \( D \), then there are infinitely many others between them!
Math education as an academic discipline ought to spend less effort thinking about how to teach math to children and more effort thinking about why to teach it to them at all if they're not interested.
6 years ago i went back to school.
5 years ago i experienced a mental health crisis that finally convinced me to get help.
4 years ago i started anti-depressants and therapy.
3 years ago i was diagnosed with #ADHD
2 years ago i decided to take a year off of school.
1 year ago i went back to school.
A few days ago i finally finished my coursework.
Today i applied to graduate!
#Classof2024
#WGU
#MathNerd
#MathEducation
#MentalHealth
#WesternGovernorsUniversity
Hello new folks,
I am naura.
I am a 40 something stay at home mom living in #eastbay. I was born and raised in #SoCal.
I’m interested in:
#fiberarts
#spinning
#knitting
#crochet
#crossstitch
#Drawing
#3dprinting
#cooking
#baking
#LearningFrench
#MathNerd - Currently working on my #MathEducation degree from #WGU
#ADHD (inattentive) #latediagnosed at 39
#Trekkie since 1988 and #JCshipper since 1995. I am also a huge fan of #warehouse13 and need a reboot!
i am a #TeaSnob i’d love to meet other tea snobs 
️
i consider myself #leftist and #antiFascist I want to find leftist theory media that is more accessible to my ADHD brain. (Recommend graphic guide to…. Series)
Thanks for reading and following
I remember doing all sorts of crafts with glue & paper learning fractions but never did we try dividing the paper to infinity— I think this should be something everyone tries. I’d do this with calculus students learning series! The idea of an infinite sum having finite value is just more— believable after you really do it. And I’m trying to get these 6th graders to like fractions. So they just can’t be BORING— #mathEducation #mathematics #series #geometricSeries #binaryNumbers #artsAndCrafts
The formal reasoning style associated with mathematics teaches ... that decontextualization and abstraction are the only valid routes to truth, that the only correct way to understand anything is by analyzing relationships between abstract concepts, because this is how mathematics is taught...
For instance, the meaning of the slogan “Black lives matter” relies on its place in a deep and broad historical context involving chattel slavery, police violence, capitalism, racism, prisons, and on and on and on. Part of the context is the understanding that society already acts as if white lives matter without anyone having to say it out loud. Lacking that context, or mapped to a different context, the phrase means something very different. And once decontextualized it becomes conceptually equivalent rather than intentionally and implicitly contrasted to statements like “all lives matter” or “white lives matter.” Even wildly skewed transformations like “blue lives matter” move from absurdity to debatability, which is a win for capital’s stability.
Victims of American mathematics education may be powerfully tempted to refute such nonsense on its own terms, i.e. abstractly rather than by screaming out the concrete truth that’s obvious to anyone who shares the context.
#Capitalism #Anarchism #Mathematics #MathEducation #MathematicsEducation #PoliceViolence #ACAB #PoliceAbolition #Abolition #BLM #BlackLivesMatter
https://chez-risk.in/2023/04/05/why-are-children-forced-to-study-mathematics-at-gunpoint
Math teachers used to require expensive graphing calculators because they had advanced capabilities. Now we require expensive graphing calculators because they can't run photomath. The calculators are still expensive, though, for no reason at all.
