DAY 3 MORNING
-At breakfast, ran into @PumphreysMath, who used to teach in the UK. He said his upcoming move to middle school from high school might be a bigger chance than crossing the ocean.
-My Favourite #12: Jenn Crase (@Fibanachos)
-Equation Discombobulation Celebration. She likes the idea of multiple representations and “show me another way”, this looks at formulas in a new way.
-1) Part-Whole relation. Additive structure. Consider rectangle with whole A over Part B, Part C, what things have this relationship? From A=B+C to perimeter to Pythagorus.
-2) Factor-Product relation. Multiplicative structure. Consider triangle with p over q and r. This relationship includes area, density, and other science formulas.
-#13: Pam Wilson (@pamjwilson)
-Plickers and More
-Chalk Talk: We have routines to take up papers, etc, why not routines for thinking? It’s an activity that involves no verbal communication. A question is posed, they write with highlighters under black light (arrange the desks so it’s safe to move around in the dark). Fun twist, engages the students.
-Shoutouts to Kim Hughey for “Ghosts in the Graveyard” and Nathan Kraft for “Never Play a Review Game”.
-Plickers: Paper clickers. Poll your class with no electronic devices for students (only teacher). Website has cards from 1-40 with different ways of showing A/B/C/D, so all students vote differently by holding one up. Can adjust sizing to be seen at distance. Teacher’s phone snapshots the pluckers to get the results
-Pam illustrated with a poll on # Tweets today, instantaneous results from volunteers. (Overheard: “What?!”)
-#14: Max Ray (@maxmathforum)
-Encompass and the MathForum.org
-They’re trying to figure out how it looks to share student thinking online, for communication and later retrieval.
-Site now includes a problem of the week; it’s like a binder of great ideas. You can find and tag things/solutions.
-As work is provided, it can be classified into bins (reasonable solutions; strategies; ridiculous; etc). Favourite feedback for instructor to give can be stored and applied.
-Can make exemplars, ask others/students how you would grade this.
-It’s NOT for public yet, but from Aug 4-8, 16 teachers will be doing hybrid online conversations in Hangouts (twice per day), if you’re interested in helping.
-Sign up using Teacher Participation Tab on mathforum.org/encompass ; bonus for helping is free access to site for a year.
-As Max finished, at least 12 people jumped up and said we should also read his book, “Powerful Problem Solving”.
-#15: Heather Kohn (@heather_kohn)
|About 4n Languages...|
-Math Strategies for English Language Learners (ELL).
-After taking a RETELL (Rethinking Equity and Teaching for ELL) course, working where 21% of students aren’t speaking English at home, Heather shared strategies for bringing it into math.
-Key domains for focus are Reading/Writing/Speaking/Listening.
-1) Partner Reading for Comprehension helps “Active Listening”, plus ELL won’t read aloud to whole class but may to partner.
-2) Cut and Grow helps writing, in English they are to cut/edit any sentence. In math this can be cutting a level 2 solution apart and reframing as a level 4.
-3) Strategy is on her blog. (Spoiler: “Write Around” for word problems.)
-“We can’t just say ‘I’m going to let the English Teacher handle it.’”
-#16: Sam Shah (@samjshah)
-ExploreMTBoS was an initiative last September to encourage new bloggers. Keep your eyes open for this again, esp. for anyone who wants prompts to continue blogging.
-Also plans this year for a second section, to harness the already comfortable bloggers to show cool stuff (eg. letter you might write to a new teacher).
-Tina Cardone spoke briefly about the Infinite Tangents podcast, and some misfortunes that befell @Mythagon.
-Steve Leinwand stole the chair and modelled how to give thanks to @lmhenry9 for pulling the programme together. Lisa also acknowledged Shelli.
-Shelli advised us that, with this being the weekend, we may need to double check in the rooms that the “man is in the house”.
-Like every day, we started with an activity. There were 32 index cards, 8 sets in groups of 4 (limit, description, graph, equation) to match up.
-This “We Belong Together” activity not only about the math, but can ask where do you start? Equation to graph? Are we imposing our prejudices on our students? (Do students care about a grid?)
-Also, is this activity better done alone or together? Or start alone, then group to compare? Noted that while there are always multiple methods, some students may want closure. (“I thought we were done with that problem!”)
-Side discussion on Fonts came up. I don’t tend to notice Comic Sans or whatever.
|"I think I spotted some Trig over there."|
-1) TRIG (me, Nik D, Hannah S, Connie H, Julia H) had a handout relating graph/circle/algebra/units (degrees v radians) with some questions. Also a desmos link. See precalculus on the wiki.
-2) VECTORS (Jim D, Susan E, Laurie L, Meghan C) had a week long activity. Hook: a video of planes landing in a crosswind. No ai+bj first day, use geometric representation and foldable for vocabulary. Lead up to several crosswind force diagrams, can also talk boats going downriver. Formalize on second day. Third day, allow throwing paper planes, a fan can be a crosswind. Fun twist, hang planes in the room. Consider design modifications (add a paperclip?). Can extend work with other vectors, also the onlinepaperairplanemuseum.com
-Side discussion of dot product. If you vector temperature data from year to year, does the Cosine value (-1 to 1) provide a correlation coefficient? (Where 0 is orthogonal) Jury’s dubious. Flagging stats tweeps did turn up a Cosine Law link.
-The stats group then burst into the room and shot the place up with marshmallow guns before running off again.
-3) CONICS (Tina C, Cindy J, John C, Matt B) were looking at connections, determined that one cannot derive the formula easily from the distance formula for Cartesian. (“Aren’t all conics nicer in polar coordinates?”) They also found the hypotenuse of a right triangle placed on centre and focus (of ellipse) will be same length as half the major axis. Concluded that working with the equations first, then doing a folding exercise can help make the connections. Consider something similar for hyperbola.
-Last ten minutes was a discussion of whether the focus of a parabola was linked more closely to it’s equation, and whether the altitude of an isosceles triangle (from focus to curve to directrix) would be tangent to said curve. It is always beneath the curve.
-Random aside, discovered that h & k are used for centre of circle (away from origin) which makes a connection with vertex of a (moved) parabola, though in my mind is still inconsistent with function notation af(bx-c)+d.
-For lunch, decided not to take the bus, but instead hang out and see where people were headed. Ended up going to the famed “Los Cabos” with John Golden, Jedidiah Butler, Audrey McLaren, Viktoria Hart & Melanie.
|Thanks to John Golden for taking the pic!|
-#17: Andrew Mazarakis (@froynboy)
-A seating chart with groups based on bands. (Could be hip-hop, rock... or change it up to Pokemon.)
-First class assignment was to research the group they’re named for, and present. Makes environment more conducive to talking. Can also then call on a group by playlisting their songs.
#18: Cindy Johnson (@johnsonmath)
-The “conic card lady”. Cards came about because conics seemed impossible, keeping everything straight in complex formulas. Trouble is in identifying.
-She made cards of the 4 types, each having 5 variations to match up for graphs, equations, information, formula/title. This last never mentioned in class, only there for “formula babies”.
-Handed out the entire deck and said “Sort them!”. (Figured in the worst case, “they can’t do conics, which is the same as if I lectured them every day”.)
-Done initially in groups of 4, now uses groups of 2.
-Students found similarities/differences, which can be turned into conjectures. Decks do have answer keys, recommend teacher check or they’ll just fill in the answer without thinking.
-She had cards there - that were from another teacher attending! If you want the ZIP file with the cards, email: email@example.com
#19: Meghan Craig (@mathymeg07)
-Prelude: Identified self as lurker on Twitter. Remarked that if you notice a new follower, invite them to chat, though be clear if that’s online or in person.
-Equation Editor Tips: In a document, using it means square root signs have hats and 1/2 isn’t written that way, but rather as a one character fraction.
-See document (linked above) for videos Meghan showed, including how to make a Macro to open the editor since “the world’s worst equation editor button in the world is the one on the toolbar”.
-Also, symbol shortcuts using “AutoCorrect”. You can set up a correction so that when you type (for instance) 1p/4 it autocorrects to have a fraction in radian measure. (gasps)
-Also, CTRL-K will turn > into ≥. (FYI, on a Mac, just option + >)
-Announcements: Certificates are Downstairs. ThankYou cards are available to thank those involved (behind the scenes) on site. “Melting Pot” dinner signup for tonight.
-Lisa Henry then provided the options for that afternoon’s last session:
+Planetarium Show, announced by Shelli.
+Interactive Notebooks, announced by Kathryn B.
+Getting Talks Going at Home, announced by Lisa B.
+Games and Processes from MS Math, announced by Sebastian S.
+Vertical Non-Permanent Surfaces & Visibly Randomized Groups, announced by Alex O.
+Body Scale Number Lines (to complex plane), announced by Max.
+Group Work Recap, announced by Elizabeth (cheesemonkeysf)
+Speed Dating, announced by Justin L.
+Cut Vertex, announced by Para B.
+Also Princess Dido (cont’d), would be back at Hotel at 5pm.
-Eli Luberoff: “It Takes a Village..." talking about Desmos.
-Eli can’t remember how that phrase ends. He was also impressed by an app that allowed him to control slides with his phone.
-Eli individually introduced the group at Desmos, including @davidreiman who tweets the times to solve the Times daily puzzle. Hedge is a fan of the data.
-Their job was described as incredibly hard/frustrating/tiring, and messages from teachers make a measurable difference in how happy they are.
-“If you send us candy, we’ll give you free Desmos for life.”
-Eli showed how Desmos looked a year ago. “I’m shocked by how much worse it was.” This year it’s been translated into 26 languages (by volunteers), they’ve partnered with API and people are paying them to integrate it.
-Quick demo of how to import images. He used the image of a popular Japanese anime.
-You can input coordinates for the image centre, even dynamic ones like “(a, sin a)”. Also change the size, where a negative number will flip the picture.
-Also redid settings menu, can label the axes as more than “x” & “y” (it all took longer to build than expected).
-Shoutout to Desmos on math mistakes and mathalicious (lesson out-of-left-field)
-Going forward, Desmos 2014 is fundamentally different. Parterships (like with API) will allow them to continue the way they want, and they’re starting more teacher collaborations as “we don’t have the classroom experience”.
|Parks, and Recreation|
-1) Interpret everything we possibly can. Especially incorrect work. Cannonball man could appear in 4 places simultaneously rather than saying “invalid input”. Students will want to refine, to get it exactly right (competitive). Noted: “We like sliders. A lot.”
-2) Never say when to go on. Let students make that call. In the real world, no one ever says “this is good enough, move on” (desire to make things better).
-3) Pedagogy is in charge. Technology follows. When pencil and paper is the right tool, use it. The Desmos process is from the IDEA move to both Treatment and Blog Post (to record what they’re excited about). Then to Design, Coding, Polishing, Testing and back to Design. (“You can never leave.” attributed to @gelada)
-How the process worked: Dan Meyer idea, four picture frames, place them so the wall space is evenly distributed between them. Difficult to envision. Morphed into give space, make four equal parking spaces. “We don’t want to just tell students that algebra is useful. We want them to experience that algebra is useful.” -@trianglemancsd
-That is now “Central Park” a parking car/boat activity we did in small groups, I was with Lori Likens (@likensclass). Started with no measurements, then added numbers, then algebra (eg. if more than four spaces?).
-Next Year & Beyond: “I get in trouble when I promise things because then we have to do them.” Regressions are coming, they’ll want help to make it work for students. iPhone app is coming. Have a vision of teachers unlocking activities, “Dan does not have a monopoly on good ideas”.
-If you want to help with classroom testing, Desmos signup at: http://goo.gl/R3CybF
-“You guys are my village, I’m so grateful, we couldn’t do this without you.” -@eluberoff
-Three minutes at the end for questions.
DAY 2 AFTERNOON
-I had tech indecision here. Debated Geogebra, but went to Tech Tools with Bob Lochel (@bobloch).
-1) Todaysmeet.com : Like localized twitter. No login needed, can choose name and post comments, Bob had us try it out to talk tech at our schools (1-1 or not).
-2) Document camera (only item he mentions that costs, IPEVO $69) for showing student solutions. He doesn’t grade homework, does this instead, ensures all students get a chance to be selected.
-Can select with dice. Useful in class; more tactile than a generator, some websites come and go year-to-year (though see http://nrich.maths.org/6717).
-Did an activity where, given a graph, a description is written, to illustrate this.
-Dropbox mentioned by a participant as an alternative: Can automatically upload photos, so take a picture then it will be displayed on SmartBoard.
-3) Padlet.com : Crowdsources ideas on a virtual wall. (Bit like pinterest.)
-Had link to a desmos activity on absolute value graph pinned, invited comments on the board.
-4) Edmodo.com : Like “Facebook” for classes, is not anonymous, can track students and keep a grade book. Two teachers can also co-share, each make comments. Polls also possible.
-Activity asking “what is the primary difference between theoretical and experimental probability” (done through TodaysMeet again).
-Looked at some student responses, including ones to the question “how does the number of trials affect the graph”.
-Aside: Bob has a “Student of the Day”. Their job is to summarize what happened on the previous day for anyone who was away. Avoids question of “What did we do?” to teacher.
|Anyone here poll-ish?|
-Comments are anonymous, teacher can decide quickly which 3 or 4 to talk about and elaborate on.
-Question presented with data about “An Unusual Incident” to analyze.
-Concluded with Illustrative Mathematics question: Given definitions for variables, then some expressions, what does each expression represent in terms of the problem posed?
-Question raised about “anonymous response” causing inappropriate comments to appear on the board? Bob says let them be silly preventatively. Give one minute of free time to text free form on a dummy poll. Then get to the material.
-Snuck into the GeoGebra room to steal their resource link: http://bit.ly/tmc14-ggb
-Then went to Planetarium, because astronomy. (Makes a nice link back with @sandramiller_tx session from TMC13)
-Introduction was narrated by students from Jenks PS class of 2014.
-Planetarium Principal (Dan) said space is bookable by classes and the curved dome has the calculus teacher go nuts.
-Watched “Passport to the Universe” narrated by Tom Hanks. Video remarked on how ancient sky was more visible (light pollution now), then we went on a trip out past the Virgo Supercluster (which contains the Milky Way Galaxy, among others). “We are in the universe and the universe is in us.”
-Planetarium Dan remarked how High School students tend to be centred on themselves and have nothing to relate to as far as sizes go. That presentation helps create perspective. (“Those are other galaxies, not stars.”)
-We were shown “LayerEarth”, a beta program with satellite images that pinpointed the school (what we saw was 3 years old, still some construction).
-Dan: “Are you raising your hand in the DARK?” led to a quick Q&A session.
-Feeder schools also come, from 1st grade, 3rd, 5th and 8th. His laser pointer has a personality (and fear of the light) for the first graders.
-Demo of a math lesson: Geometry won out over Trig, we saw “Summer Triangle” pictured, identified with star Vega. Question: What area of the visible sky does it cover?
-Triangle is put onto Cartesian Plane. First observation: Looks different. 3D to 2D does affect the look. World Map has similar issue in looking at distance between California and Japan: The map cuts off. Of interest when teaching World War II.
-Conclusion, the Triangle was found to take up 117% of the sky.
-Dan then showed what the night sky would look like at 9:30pm that night. Scorpio (his fave constellation), Saturn and Mars visible. Program can fast forward through time too. He noted that he tries to avoid reversing time, as that makes the sky go the other way, which can cause misconceptions to students.
-Concluded with some science, a look at riding a Roller Coaster on Jupiter (or might have been one of it’s moons). Hands in the air moved the wrong way sometimes.
-Didn’t leave, went to the last 5 minutes of “Speed Dating” with @j_lanier
|Old emails die hard.|
-Then chatted with Andy Pethan (@rockychat3) who has interesting contact lenses. His twitter handle is from AOL days, and Rachel Kernodle (@rdkpickle) had a similar story. Drawn logos were also shared.
-Someone in a monkey suit ran past the second floor lounge shortly after 5:15pm, but nobody noticed.
-After 5:30pm it was suggested we should be moving on. Got a lift back to Jenks hotel to await dinner.
-Did some blogging in back of Jenks hotel until “Melting Pot” dinner group headed out. About 40 of us in their back room.
-At a table with Meghan Craig, Audrey McLaren, Brian Stokus, Tina Palmer, Bridget Kapala, Casey McCormick. Started with cheese fondue. Nearly set off the smoke alarm as our heater didn’t get turned down. (Easy fix.)
-Took pictures around the room. Got teased about my phone again. But I wear it as a badge of pride.
-Proceeded to chocolate fondue. (I skipped having salad, and large group meant all bypassing cooked meat.) There was then a cupcake run by Meghan and Tina; I got a strawberry cheesecake.
-Got a lift from dinner right back to Glenpool hotel with thanks to Jenn Crase. Back at my room by 10pm for the first time since arrival!
-Forgot to look up into the sky to spot Saturn. Kicking myself. Blogged instead.
-Checked out no problem (roommate @bstockus crept out of our room to get to airport early), talked a bit with Max Ray and Anna Blinstein on shuttle en route to HS.
|Here's the "After" picture.|
-#20: Sebastian Speer (@Sebastian__S) on Number Sense & Playing Cards
-Favourite game is 99, objective: Don't go over 99. No winner, just one loser (whoever violates objective). Ten is -10, there’s also a zero card. This is how he learned math with his dad. It's great when (middle school) students figure out strategy.
-Also game Zilch. Cards in hand must add to zero with red/black being positive/negative. Sebastian points out that 4 cards is not as beneficial as 5. With an odd number, you can't pair, must do more math.
-Student: "Wait... you taught that to me because you wanted me to learn something!"
-Sebastian enjoys card use in general and games where many people win. Invented the game '50' where the winning condition is to make the pile 50. They tried to rebel against him by playing to 450!
-There may be admin pushback for using playing cards. (Students may play poker!) But you can make your own cards, just put numbers on some card stock using two colours (like black & green).
-#21: Anthony (@aanthonya) on Stats Mafia
-Can join in at StatsMafia.weebly.com, the logo is Anthony's. Students like to say "This is a job for the stats mafia!"
-Also 'Absolute Value Blackjack' (with admin approval) where red cards are negative and you can win with 21 OR -21. But a black ten and red ten mean you have zero.
-Also a Moneyball webquest with some found videos, including connecting pythagorus to sports, see http://rosettimath.weebly.com/webquest.html
-#22: Hannah S (@hschuchhardt) on Cell Phone Problems
-Ever have the issue of students using phone when they're not supposed to? She gives them one warning on the first day, then implements the following.
-When she sees it, she gives the student an envelope. Name goes onto it, phone goes into the envelope, it goes on the teacher's desk until the end of the day.
-If students do not comply or give pushback, give notecard instead. Card reads "I, ________, am choosing not to give my phone and accept the consequences of that."
-Allows teacher to control this behaviour without disrupting the entire class.
-#23: Jasmine Walker (@jaz_math) on Tabletop Twitter & Quad Dating
-She borrowed an Apple adaptor from the audience.
-TT: On the first day, she asks four questions. 1) Why do we learn math? 2) What makes a good learning environment? 3) How can one be a good math student? 4) What makes a good math teacher?
-Room is SILENT. Students write responses on sheets (including name, participation grade and accountability) with Twitter notation. They rotate through the four stations, then go around AGAIN to see how conversations changed after they left that question.
-QD: Quadrilateral Dating Game involves identifying various quadrilateral shapes without taking any notes.
-Jasmine starts the year with solving systems of 2 equations. Then moves into geometry, extending the two lines to THREE. Is it always a triangle? Moving to FOUR they'll need to start naming the shapes created.
-Every student gets an index card for the 7 quad types (rhombus, kite, rectangle, etc.) doubling up as needed. Along with the SHAPE is space for SLOPES and DISTANCES so students can look up info and write in what's true. This defines them/their personality.
-Teacher checks accuracy to make sure misinformation doesn't get out.
-Pair up students. A student talks for 2 minutes (without using the shape name!), then the other student has to guess the shape. Then give time to record ID data on recording sheet, and move to another person.
-Students get the information in the context of line equations without copying it off the board.
-#24: Megan S, Andy & Bob L - Who’s your TMC Bestie?
|I have 9 in the green, 3 in the red.|
-The information was put in a Google doc spreadsheet, then DATA ANALYSIS was activated (I believe it’s a free add-in). This meant every person was paired with the others, with 10 data points per pairing, to create a shared correlation coefficient between everyone.
-The results were placed on the screen in another spreadsheet. (Glenn had almost no high positive correlations...) Noted that this could be used to pair up students on topics, to set up a debate. (I think I saw this in Dan Meyer’s presentation too.)
-I’ve written “60 sec video” and “ScreenCast-O-Matic.com” but don’t remember what that was about. Someone feel free to enlighten me.
-#25: Bob L & Shelli on Stats Key
-Website is http://lock5stat.com/statkey/
-Using the data there (eg. Mammal Longevity) you can jump between different graphs (eg. histogram, box plot) and adjust bin sizes.
-Can create comparison graphs too, between variables.
-Can also show data table and make edits.
-Random sampling is now in the lower grades, if there’s trouble picturing an entire distribution, can have program flip coins (proportion 50/50) in samples of size 20, and flip 1 set before flipping 100.
-#26: Kathryn B (@iisanumber) on Students’ True Colours
-She credits blog posts by Sarah Hagan, Sarah Rubin, and herself.
-Don Lowry’s True Colors (and Mary Miscisin’s “Showing Our True Colors” book) looks at personality types, and can help explain “Why does my kid always do this?”
-Kathryn gives the test to start the year, can then plan lessons to appeal to students. Also increases students’ own self-awareness and helps make them more empathetic to differences.
-She gave an overview of the four colours: Blue, Orange, Green, Gold. (That last organized “teacher” types. She also had a class of over half Orange, a very active group.)
-“I’m not going to try to fit them in a mold that doesn’t work for them.”
-#27: Dylan Kane (@math8_teacher) on My Fave Math Experience
-Before TMC he was backpacking alone in California. He got bored sometimes in his tent, but brought some math. In particular one of the Five Triangles problems.
-See the graphic on his blog, basically picture three equilateral triangles side by side, with a line from the lower left to the upper tip, partially shaded. What proportion is shaded?
-He had an insight, and created some equations. Of 4, he got 3 wrong. Solving an equation itself wasn’t difficult, but it was in “a long multi-step problem”. Found himself having the experience of his students.
-Conclusion: Hard questions can take two paths. 1) Lots of Steps (often the text way); 2) Few Steps with One Insight (and he wants his students to have that moment)
-#28: Glenn Waddell (@gwaddellnvhs) on Buy Your Own Domain Name
-He has his domain, his own space on the net: mrwaddell.net
-A website creates professional freedom. He IS a professional, and can represent himself as such.
-Initially he wanted to do it for kids. Now, this is his public face, not tied to other things.
-Took him about 5 days to make the site. $250 chunk every 3 years; $14/year to add a domain.
-Tina Cardone added that LunarPages.com will provide hosting for free if it’s tied to a school.
-#29: Chris Shore (@MathProjects) on Princess Dido & Ox Skin
-This is a culminating activity in Geometry, devised in the year 2000. Parts of it appropriate at other grade levels. Chris presented on it yesterday.
-Basic story: Dido fled violence (in what is now Lebanon), went to Africa, was told she would only receive as much land “as you can enclose with the skin of an ox”.
|Strangers in the hotel lobby didn't get it.|
-Normally he encircles a football field. Jenks football field is “sacred ground” (for 60,000 spectators) so decided to try to encircle the Jenks hotel (5pm yesterday).
-Took 10 people a bit over an hour to cut and assemble, they made it around the hotel and then some. Extension: What if half inch strips, instead of an inch?
-What if you were told this was the story of how Carthage (on a promontory) was founded?
-Brief discussion with @JustinAion as to what “enclose” means, 2D versus 3D.
-#30: Elissa Miller (@misscalcul8) on Storing Manipulatives Plus
-Tupperware bins with handles on the end can be obtained for $4 each, got her school to pay, organizes them by course. Colour coded. Avoid creating the same lesson 3 times because you can’t find what you did before!
-Plus: “2 nice things”. Students can be sarcastic, but if you hear something depreciating, catch them on it. They must counter by saying two nice things about the person instead. Be consistent in this even if they don’t buy in at the start (they’ll hope you’ll forget). Kids will eventually start to catch each other (even you!). Should apply to everyone, even Justin Bieber!
-Plus: To build a culture of caring, every Monday, ask each student about their weekend. Some may say nothing, some may have 35 things, but asking shows you care.
-#31: Julie (@jreulbach) with a Plickers Add-On
-Plickers were featured yesterday/above (#13). Julie suggested getting every student a notebook with the image on the back, covering it with clear contact paper. This allows creation of a database since kids will have the SAME plicker card all year.
-This may help not only with recording, but remembering and noticing consistent trouble.
-Can tie in to Nik’s “Hinge Questions” session where every multiple choice answer is tied to a misconception.
-Question of whether having them on notebooks may allow other students to work out how someone is answering. Noted that they can be put on in different manners so notebook orientation isn’t a giveaway to response.
-#32: Sam Shah (@samjshah) on Intersections
-“Intersections” is a publication at his school to help get kids to see math outside the curriculum. The math journal was created with help from a science teacher, and they wanted other teachers on board too.
-There are student editors, assigned to different people. Gets kids to engage in a way they can be proud of, breaks down barriers (eg. commissioned art from a student)
-Advice: “Create it... and harass people until they come.”
-#33: John Stevens (@jstevens009) on Would You Rather
-John prefaced by saying he felt “inferior to the masses” but shared anyway.
-His website “Would You Rather” compares two math related possibilities. It was started for his kids, to get them talking. No right or wrong answers, just “convince me”.
-“I need your help.” John is running out of ideas, but would like to get up to a sample of 100. Check out the site, if you have ideas, please send him a message!
-Alex Overwijk (@alexoverwijk) was then convinced to demonstrate his freehand “circle drawing abilities”.
-Christopher Danielson (@Trianglemancsd) then got up to draw some freehand triangles.
-Lisa retook the podium, commenting on Dan’s message of “Be Selfish” and how time passed so quickly. Math people were talking in the hotel’s back lobby even after 11:30pm.
-There is no song this year: People gave the gift of themselves rather than song.
-Thanks was given to members of the committee, Lisa’s family, Shelli and the Jenks community.
-FINAL CHALLENGE: We have all said we feel inadequate and/or scared of change. Talk to somebody. Whether in this room or in your personal life, find someone who can tell you that you can do it.
-COROLLARY: Be that person for someone else, not only for your students.
-Meet up with others as you can locally.
-TMC15 will be at Harvey Mudd College in Los Angeles from July 23-26 (After PCMI). “West coast people, get off my back!” Tweet it out now!
|Thanks to Summer S for taking the photo!|
-There were a number of other TMCers there. We experienced slow lunch service.
-Saw Michael Pershan tweeting out some results from his survey. Find out “Who Goes To Twitter Math Camp”
-Ended up on the same plane to Chicago as @aanthonya. He mentioned running the “Wisdom of the Crowd” activity in his class, from last year’s Stats.
-I finished reading “Joy of X” in flight and bought a new book during stopover in Chicago: “Thinking in Numbers”.
-Managed to get all the way back home for 11pm, thanks to convenient bus times.
-This very statement is the false one for this section.
And THERE you have it. Sorry for the delay, all the linking within the My Favourites takes time, and over half of them are in this post. Actual analysis of elements of the conference will come in a later post. In the meantime, feel free to comment on something you found useful! Or try to identify some of the false statements! Or simply tell me why that was not a smart idea! Hope you got something out of the recap.