A few people have asked how I made the fabric hexaflexagons.
Here is a rough tutorial. The one I made above is cotton fabric with directionality. The one I make in this tutorial is felt – those tend to be very durable. Continue reading “How to: Fabric Hexaflexagons”
Math on a Stick is easily one of my favorite things…in the world. That’s not hyperbole. I really love it that much. The 3 days (2 last year, and then this morning) that I’ve volunteered for it have been among my favorite times as a teacher.
It. Is. The. Best.
Here are 3 reasons why: Continue reading “Math-on-a-Stick!”
I’ve had my first day back. I’ve met with new colleagues at a new school. We’ve started making plans. I’m full of hope and belief in the new year, but I can already see the mountain of work ready to bury me in its immediacy and distract me from my goals.
Thus, I’m stating my goals here so you can all hold me to them. If you have ideas or thoughts about them, I would love to hear what you have to say. Continue reading “The Dream – Help me out here, #MTBoS”
This is a pretty specific post. You’re all welcome to it, but it’s likely only helpful for Minneapolis Public Schools Advanced Algebra and Geometry teachers.
Continue reading “For MPS Adv Alg & Geometry Teachers”
What is the Mathematicians Project?
The Short Version:
- We as math teachers tend to only talk about white male mathematicians.
- Most of my students don’t look like that, and thus, they have few mathematical role models they can identify with.
- Take 10-15 minutes a week to research (read Wikipedia, that’s all you need) a not-old-dead-white-dude mathematician, and then take 5 minutes in class to tell your students about them. Include a picture. It’s worth it, I swear.
Continue reading “The Mathematicians Project: Mathematicians Are Not Just White Dudes”
I’m teaching geometry this year and want to have a deeper understanding of how some things are constructed. This has led to a borderline unhealthy binge on Geometer’s Sketchpad. Thus, here are a lot of gifs. I hope someone can make use of them. If you are looking for one and can’t find it, request it in the comments. No promises, but I’ll do my best to make them if it’s in my skill set. OR if you have suggestions on how I could do any of these more effectively, let me know. I’ll update this as I make more gifs.
Constructing a circle through 3 points:
Continue reading “Math GIFs”
My musing, a blogpost, and an Invisibilia episode have lead me to think seriously about the importance of how I welcome students and families.
A couple weeks ago, I posted this on twitter:
I had been thinking about a student of mine. A previous teacher had mentioned that his questions were “interesting”, which lead him to stop asking questions. I’m sure the teacher meant well by the comment, but it made our student think that he was asking the wrong questions. So he stopped.
I wonder how many times I have done that.
Continue reading “How We Welcome Students”
This is obscenely long. Read the short version if you don’t have much time. Read the rest if you like.
The Short Version: There is a lot of complicated math in the world. We tend to venerate that math for its complexity, and not tell our students about it because they’re not ready to understand it yet. This is terrible. One of the worst things we can ever tell our students is, “You haven’t learned ____ yet, so you can’t learn ____.” We throw up our hands in frustration when our middle schoolers don’t know multiplication facts. “How will we ever teach linear functions?”, we cry.
I am totally guilty of this. It takes a leap of faith to trust that a student struggling with division can work with rational numbers. Assuming they can’t means math is sequential. I don’t think it’s that cut and dry. Sure, prime factorization helps me factor polynomials, but what if you happened to start with factoring polynomials. Is that impossible?
Sending the message that the second step is unattainable until you’ve reached the first is a problem for two reasons:
Continue reading “Multiplying is Not a Pre-requisite for Fractals”
I mentioned in my last post that I consider this my 4th year of teaching, not my 6th. I did teach, full time, at a school in the Republic of the Marshall Islands (RMI) for 2 years. I busted my butt. Worked 24/7. Made myself sick I worked so hard. Had regular emotional breakdowns. But I can’t think of that time as time when I really grew as a teacher. Continue reading “Math Identities, Part II: Math Teacher”
Dylan Kane gave me permission to be selfish, and I’m taking him up on it. This one is cathartic for me.
I have apparently developed a bit of a reputation as someone who gets excited about math.
It’s true. I do. At “Math On a Stick” last year, I was so happy, that some of the other volunteers were afraid of me. I regularly burst into applause when I see a beautiful proof. My students admonish me by saying that most 31-year olds go to clubs that don’t start with “math” on Friday nights.
This has not, however, always been the case. Bear with me. (Or stop reading, mathy emotional baggage coming up.) Continue reading “Math Identities, Part 1: Me (& also tracking stinks)”