**robertogreco : calculus**
17

Dr. Kate Antonova on Twitter: "If anyone ever asked me, as a college prof, what qualities I'd like to see in my incoming students (no one ever has, tho a number of non-profs have told me what I'm supposed to want), it's this: curiosity and a reading habit

may 2018 by robertogreco

"If anyone ever asked me, as a college prof, what qualities I'd like to see in my incoming students (no one ever has, tho a number of non-profs have told me what I'm supposed to want), it's this: curiosity and a reading habit.

[Links to: "How Our Obsession With College Prep Hurts Kids"

https://www.chronicle.com/article/How-Our-Obsession-With-College/243459?key=3gZXXhLQjFMTjaMwNwzCEQpsINeRL6GkHu8ch6mHb8ZREuWEf6Qmo5gM5YChCxE0RmoxbHVSemFhLWJTcnJBUndoVFpqMFBBeXVYajZhaW9GMmdBbktRY1MwWQ ]

The other really important thing for success in college, IMO, is self-regulation, but that's a super-hard thing for everybody & esp kids who are still developing cognitively. I see no value, & a lot of harm, in forcing regulation before it's developmentally appropriate.

Plus, IME, if you have enough curiosity, you end up regulating yourself in ways that are nearly impossible for a task you're not into. So it all comes back to curiosity.

The other thing that'd be nice - but is not essential - to see in incoming freshmen is an accurate sense of what college is for. Most people are pretty madly and deeply misinformed on that, and that's harming kids.

Too many kids come to college bc they're told it's necessary, or bc it's the only way to a decent job. Both are lies. They should come, when they're ready, because it's the best way to achieve next-level critical thought specific to one or more disciplines.

So we're back to curiosity again. But the reading part is at least as important, & is interrelated. I'm not an expert on instilling curiosity or encouraging reading in k-12. But I'm damn sure standardized testing isn't the answer & neither is traditional, required homework.

I'm pretty certain, too, that seven hours of mostly sitting still and listening isn't terribly useful (and at the elementary level it's downright cruel).

I don't think anything I've said here is earth-shattering. Yet the conventional wisdom about what makes public k-12 education "good" is soooooo far off the mark.

If I cld fantasize ab what I'd like my future students to have done before college, it'd be this: read & write every day, a variety of texts; interact in a sustained way w lots of different ppl; & practice creative problem-solving in small groups, guided by knowledgeable adults.

That's something public schools *could* do, they just don't, because it's not what the public wants. Even the private schools that do some of that are usually pretty notoriously bad at exposing students to people different from themselves.

I've taught everyone from super-elite Ivy students from private high schools to the kids struggling to stay in CUNY after k-12 in troubled NYC publics. They were ALL missing out in different ways. The best students are always, always the readers.

The best of the best I've ever taught have been readers from backgrounds that happened, for whatever reasons, to expose them to a wide variety of circumstances.

School is almost never what brought those students either of those advantages.

But it could be."

kateantonova
highered
highereducation
colleges
universities
education
curiosity
learning
purpose
2018
cognition
problemsolving
creativity
lcproject
openstudioproject
sfsh
tcsnmy
cv
k12
statistics
calculus
reading
howwelearn
howweteach
highschool
publicschools
schools
schooling
children
adolescence
diversity
exposure
[Links to: "How Our Obsession With College Prep Hurts Kids"

https://www.chronicle.com/article/How-Our-Obsession-With-College/243459?key=3gZXXhLQjFMTjaMwNwzCEQpsINeRL6GkHu8ch6mHb8ZREuWEf6Qmo5gM5YChCxE0RmoxbHVSemFhLWJTcnJBUndoVFpqMFBBeXVYajZhaW9GMmdBbktRY1MwWQ ]

The other really important thing for success in college, IMO, is self-regulation, but that's a super-hard thing for everybody & esp kids who are still developing cognitively. I see no value, & a lot of harm, in forcing regulation before it's developmentally appropriate.

Plus, IME, if you have enough curiosity, you end up regulating yourself in ways that are nearly impossible for a task you're not into. So it all comes back to curiosity.

The other thing that'd be nice - but is not essential - to see in incoming freshmen is an accurate sense of what college is for. Most people are pretty madly and deeply misinformed on that, and that's harming kids.

Too many kids come to college bc they're told it's necessary, or bc it's the only way to a decent job. Both are lies. They should come, when they're ready, because it's the best way to achieve next-level critical thought specific to one or more disciplines.

So we're back to curiosity again. But the reading part is at least as important, & is interrelated. I'm not an expert on instilling curiosity or encouraging reading in k-12. But I'm damn sure standardized testing isn't the answer & neither is traditional, required homework.

I'm pretty certain, too, that seven hours of mostly sitting still and listening isn't terribly useful (and at the elementary level it's downright cruel).

I don't think anything I've said here is earth-shattering. Yet the conventional wisdom about what makes public k-12 education "good" is soooooo far off the mark.

If I cld fantasize ab what I'd like my future students to have done before college, it'd be this: read & write every day, a variety of texts; interact in a sustained way w lots of different ppl; & practice creative problem-solving in small groups, guided by knowledgeable adults.

That's something public schools *could* do, they just don't, because it's not what the public wants. Even the private schools that do some of that are usually pretty notoriously bad at exposing students to people different from themselves.

I've taught everyone from super-elite Ivy students from private high schools to the kids struggling to stay in CUNY after k-12 in troubled NYC publics. They were ALL missing out in different ways. The best students are always, always the readers.

The best of the best I've ever taught have been readers from backgrounds that happened, for whatever reasons, to expose them to a wide variety of circumstances.

School is almost never what brought those students either of those advantages.

But it could be."

may 2018 by robertogreco

I love math, but quit teaching it because I was forced to make it boring - The Globe and Mail

october 2017 by robertogreco

"As a math teacher, there were many days I hated math more than my students did. Way more.

So I quit in 2013, happily leaving behind job security, a pension and the holy grail of teacher benefits: summers off.

Everyone thought I was crazy. I was in the early years of a divorce and had a mother and two kids to support. Almost nobody – and rightfully so, I suppose – supported my ostensibly hasty decision to abandon the education ship. There were no safety boats waiting and I was not a great swimmer. What the hell was I thinking?

In fact I was leaping off the Titanic – where actual math education is relegated to third class and was drowning along with its students.

The hardest thing to teach is mathematics. Not so much because math is hard – so is shooting three-pointers or making risotto – but because education makes it hard. Boring curriculum. Constant testing. Constant arguments over pedagogy. Lack of time. It's a Gong Show.

I found a sizable chunk of the math that I was forced to teach either a) boring; b) benign; c) banal; or d) Byzantine. The guilt of being paid to shovel this anachronistic heap of emaciated and disconnected mathematics around finally caught up with me.

I quit because I felt like a charlatan when I implicitly or explicitly told my students that what we were learning reflected the heart of mathematics or that it was the core of lifelong practicality. "When are we going to use this?" has been the No. 1 whine in math classes for a few generations. We should stop trying to sell mathematics for its usefulness. It's not why you or I should learn it.

Earlier this year, Francis Su, the outgoing president of the Mathematical Association of America, gave a speech for the ages. He referenced a prisoner named Christopher serving a long prison sentence, teaching himself mathematics. "Mathematics helps people flourish," he said. "Mathematics is for human flourishing." In a follow-up interview, Su talked about how math should involve beauty, truth, justice, love and play. Not sure about you, but my math education and Ontario teaching experience were the furthest things from these virtues. In Ontario, kids are imprisoned with criminally bland mathematics – so are the teachers.

I left teaching because my impact on math education lay beyond my classroom and my school. I felt I could contribute my passion/understanding for mathematics on a larger stage – maybe global. I was dreaming, but sometimes chasing your dreams is worth all the outside skepticism and uphill climbs. At one point, I was penniless at 50, stressed, confused and disappointed. But I wasn't unhappy. I was rescued by the light and humanity of mathematics.

Fast forward four years. I've written a book about the hidden happiness of math. I work remotely for a Canadian digital math resource company and I travel all over North America speaking about my almost gnawing passion of mathematics. I felt that I couldn't share that passion for most of my teaching career because the unchecked bureaucracy of the education system was more interested in data from standardized test scores and putting pedagogy ahead of mathematics. As such, the culture of mathematics has almost been shaded into obscurity.

So now, when I see the flood of math articles about Ontario's low math scores, I put my head in my hands and worry my eyes might just roll too far back into my head.

Every year is a contest to see who will win this year's huffing and puffing award about the province's low standardized test scores. For the past few years, arguments about old math versus new math have been running away with the trophy. Although, headlines crying Elementary Teachers Need More Math Training are often the runner-up.

As a student, I went through that "old" system. Sure, I got plenty of As and gold stars, but it took me well into my teaching career to really understand a fraction of the things I thought I knew.

Calculus? Pfff. Get rid of that thing, it belongs in university after a serious boot camp of algebra. Fractions, as with unsafe firecrackers, need to be pulled out of the hands of younger students and introduced to them in their hormonal years. Why are teachers asking students to flip and multiply fractions when you need to divide them? Anyone care to explain that to children – why fractions are doing gymnastics to arrive at the correct answer?

There are so many amazing teachers fighting the good fight. But until the real culprit – the government – gets called out for manufacturing a dog's breakfast of math education, students will continue to suffer in the classroom."

sfsh
mth
mathematics
teaching
education
testing
standardizedtesting
2017
sunilsingh
calculus
curriculum
pedagogy
cv
learning
francissu
math
beauty
truth
justice
love
play
happiness
bureaucracy
oldmath
newmath
fractions
So I quit in 2013, happily leaving behind job security, a pension and the holy grail of teacher benefits: summers off.

Everyone thought I was crazy. I was in the early years of a divorce and had a mother and two kids to support. Almost nobody – and rightfully so, I suppose – supported my ostensibly hasty decision to abandon the education ship. There were no safety boats waiting and I was not a great swimmer. What the hell was I thinking?

In fact I was leaping off the Titanic – where actual math education is relegated to third class and was drowning along with its students.

The hardest thing to teach is mathematics. Not so much because math is hard – so is shooting three-pointers or making risotto – but because education makes it hard. Boring curriculum. Constant testing. Constant arguments over pedagogy. Lack of time. It's a Gong Show.

I found a sizable chunk of the math that I was forced to teach either a) boring; b) benign; c) banal; or d) Byzantine. The guilt of being paid to shovel this anachronistic heap of emaciated and disconnected mathematics around finally caught up with me.

I quit because I felt like a charlatan when I implicitly or explicitly told my students that what we were learning reflected the heart of mathematics or that it was the core of lifelong practicality. "When are we going to use this?" has been the No. 1 whine in math classes for a few generations. We should stop trying to sell mathematics for its usefulness. It's not why you or I should learn it.

Earlier this year, Francis Su, the outgoing president of the Mathematical Association of America, gave a speech for the ages. He referenced a prisoner named Christopher serving a long prison sentence, teaching himself mathematics. "Mathematics helps people flourish," he said. "Mathematics is for human flourishing." In a follow-up interview, Su talked about how math should involve beauty, truth, justice, love and play. Not sure about you, but my math education and Ontario teaching experience were the furthest things from these virtues. In Ontario, kids are imprisoned with criminally bland mathematics – so are the teachers.

I left teaching because my impact on math education lay beyond my classroom and my school. I felt I could contribute my passion/understanding for mathematics on a larger stage – maybe global. I was dreaming, but sometimes chasing your dreams is worth all the outside skepticism and uphill climbs. At one point, I was penniless at 50, stressed, confused and disappointed. But I wasn't unhappy. I was rescued by the light and humanity of mathematics.

Fast forward four years. I've written a book about the hidden happiness of math. I work remotely for a Canadian digital math resource company and I travel all over North America speaking about my almost gnawing passion of mathematics. I felt that I couldn't share that passion for most of my teaching career because the unchecked bureaucracy of the education system was more interested in data from standardized test scores and putting pedagogy ahead of mathematics. As such, the culture of mathematics has almost been shaded into obscurity.

So now, when I see the flood of math articles about Ontario's low math scores, I put my head in my hands and worry my eyes might just roll too far back into my head.

Every year is a contest to see who will win this year's huffing and puffing award about the province's low standardized test scores. For the past few years, arguments about old math versus new math have been running away with the trophy. Although, headlines crying Elementary Teachers Need More Math Training are often the runner-up.

As a student, I went through that "old" system. Sure, I got plenty of As and gold stars, but it took me well into my teaching career to really understand a fraction of the things I thought I knew.

Calculus? Pfff. Get rid of that thing, it belongs in university after a serious boot camp of algebra. Fractions, as with unsafe firecrackers, need to be pulled out of the hands of younger students and introduced to them in their hormonal years. Why are teachers asking students to flip and multiply fractions when you need to divide them? Anyone care to explain that to children – why fractions are doing gymnastics to arrive at the correct answer?

There are so many amazing teachers fighting the good fight. But until the real culprit – the government – gets called out for manufacturing a dog's breakfast of math education, students will continue to suffer in the classroom."

october 2017 by robertogreco

5-Year-Olds Can Learn Calculus - Luba Vangelova - The Atlantic

march 2014 by robertogreco

"Why playing with algebraic and calculus concepts—rather than doing arithmetic drills—may be a better way to introduce children to mat"

math
mathematics
learning
education
teaching
children
algebra
calculus
arithmetic
2014
lubavangelova
mariadroujkova
howweteach
march 2014 by robertogreco

Dr. Tae — Building A New Culture Of Teaching And Learning on Vimeo

drtae teaching learning education lcproject tcsnmy technology schools science skateboarding mythbusters brain connectivism culture wikipedia math sharing unschooling deschooling reform iteration practice failure motivation scientificresearch classsize time agesegregation schoolcalendar persistence authority coersion self-motivation certification grades grading self-evaluation intrinsicmotivation physics calculus mastery cheating honesty mentoring tfa mythbuster distributedteaching credentials change gamechanging coercion teachforamerica skating skateboards

november 2010 by robertogreco

drtae teaching learning education lcproject tcsnmy technology schools science skateboarding mythbusters brain connectivism culture wikipedia math sharing unschooling deschooling reform iteration practice failure motivation scientificresearch classsize time agesegregation schoolcalendar persistence authority coersion self-motivation certification grades grading self-evaluation intrinsicmotivation physics calculus mastery cheating honesty mentoring tfa mythbuster distributedteaching credentials change gamechanging coercion teachforamerica skating skateboards

november 2010 by robertogreco

Google: Exploring Computational Thinking

november 2010 by robertogreco

"Easily incorporate computational thinking into your curriculum with these classroom-ready lessons, examples, and programs. For more resources, including discussion forums and news, visit our ECT Discussion Forums."

[See also: http://googleresearch.blogspot.com/2010/10/exploring-computational-thinking.html ]

computerscience
computationalthinking
via:lukeneff
algebra
biology
calculus
compsci
geometry
python
programming
math
lessons
teaching
thinking
edtech
education
elearning
danmeyer
google
science
learning
glvo
edg
srg
[See also: http://googleresearch.blogspot.com/2010/10/exploring-computational-thinking.html ]

november 2010 by robertogreco

Challenging Traditional Premedical Requirements as Predictor... : Academic Medicine [via: http://twitter.com/alfiekohn/status/20145165478]

august 2010 by robertogreco

"Despite general agreement that many premed requirements are of limited educational value for the practicing physician or active scientist and that a broad liberal arts education provides direct benefits to practitioners and their patients, little progress has been made toward a fundamental reappraisal. In 2009, over 80% of matriculating applicants entered medical school with majors other than the humanities or social sciences.11 The belief that the premed science background (including one year each of organic chemistry, physics, and calculus) is the best form of student preparation for medical school persists, and admissions committees' reliance on exceptional MCAT scores prevails."

unschooling
deschooling
curriculum
curriculumisdead
interdisciplinary
humanities
science
learning
medicine
medicalschool
tradition
admissions
mcat
calculus
chemistry
organicchemistry
physics
ama
august 2010 by robertogreco

The calculus of friendship: what a teacher and a student learned about life while corresponding about math ... - Google Books

july 2010 by robertogreco

"The Calculus of Friendship is the story of an extraordinary connection between a teacher and a student, as chronicled through more than thirty years of letters between them. What makes their relationship unique is that it is based almost entirely on a shared love of calculus. For them, calculus is more than a branch of mathematics; it is a game they love playing together, a constant when all else is in flux. The teacher goes from the prime of his career to retirement, competes in whitewater kayaking at the international level, and loses a son. The student matures from high school math whiz to Ivy League professor, suffers the sudden death of a parent, and blunders into a marriage destined to fail. Yet through it all they take refuge in the haven of calculus--until a day comes when calculus is no longer enough. Like calculus itself, The Calculus of Friendship is an exploration of change..." [via: not sure]

books
teaching
math
friendship
mathematics
calculus
july 2010 by robertogreco

Take It to the Limit - Opinionator Blog - NYTimes.com

april 2010 by robertogreco

"What’s so charming about this calculation is the way infinity comes to the rescue. At every finite stage, the scalloped shape looks weird and unpromising. But when you take it to the limit — when you finally “get to the wall” — it becomes simple and beautiful, and everything becomes clear. That’s how calculus works at its best."

math
infinity
archimedes
pi
circles
circumference
area
calculus
mathematics
via:migurski
proof
visualization
geometry
limits
education
history
april 2010 by robertogreco

Khan Academy

september 2009 by robertogreco

"The Khan Academy is a not-for-profit organization with the mission of providing a high quality education to anyone, anywhere.

We have 900+ videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, biology and finance which have been recorded by Salman Khan.

He has also developed a free, adaptive math program available here. ( Keep in mind that the web application is not fully supported and may not work properly with certain browser and/or network configurations)

To keep abreast of new videos as we add them, subscribe to the Khan Academy channel on YouTube.

The entire video library is shown below. Just click on a category or video title to start learning from the Khan Academy!"

[YouTube channel here: http://www.youtube.com/user/khanacademy ]

[via: http://smartpei.typepad.com/robert_patersons_weblog/2009/09/khan-academy---your-next-high-school---free-on-your-terms.html ]

education
learning
free
homeschool
economics
teaching
science
math
algebra
mathematics
geometry
trigonometry
physics
tutorials
youtube
calculus
online
finance
lectures
khanacademy
tcsnmy
arithmetic
We have 900+ videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, biology and finance which have been recorded by Salman Khan.

He has also developed a free, adaptive math program available here. ( Keep in mind that the web application is not fully supported and may not work properly with certain browser and/or network configurations)

To keep abreast of new videos as we add them, subscribe to the Khan Academy channel on YouTube.

The entire video library is shown below. Just click on a category or video title to start learning from the Khan Academy!"

[YouTube channel here: http://www.youtube.com/user/khanacademy ]

[via: http://smartpei.typepad.com/robert_patersons_weblog/2009/09/khan-academy---your-next-high-school---free-on-your-terms.html ]

september 2009 by robertogreco

Arthur Benjamin's formula for changing math education | Video on TED.com

june 2009 by robertogreco

"Someone always asks the math teacher, "Am I going to use calculus in real life?" And for most of us, says Arthur Benjamin, the answer is no. He offers a bold proposal on how to make math education relevant in the digital age."

math
education
learning
teaching
schools
statistics
economics
mathematics
probability
tcsnmy
calculus
change
reform
curriculum
ted
analytics
june 2009 by robertogreco

A Difference: Calculus Made Easy

may 2009 by robertogreco

"'Considering how many fools can calculate, it is surprising that it should be thought either a difficult or tedious task for any other fool to learn how to master the same tricks.' By far the best opening line for a math text ever written. Now released from copyright restrictions you can download a copy, visit the scribd.com version, or read it here. I think I'm going to use this as the text for my High School Calculus class next year and perhaps as a supplemental text for my AP Calculus students. "

calculus
math
books
ebooks
textbooks
may 2009 by robertogreco

The Long Now Blog » Blog Archive » Note to Leibnitz and Newton… Archimedes beat you both.

january 2009 by robertogreco

"To those of you following the Leibnitz - Newton “who discovered calculus kerfuffle“, a newly re-discovered Archimedes text has revealed that he actually had documented several calculus principles over 2,200 years ago. More over at Science News on the riveting story of how x-ray fluorescence imaging revealed the underlying text after a 13th century Monk scraped the pages clean in order jot down some prayer... "Archimedes computed the area of the curved figure (left) by enclosing it in a bigger one with straight edges (right). He then examined random slices to compute the volume—using the concept of actual infinity. “"

math
calculus
archimedes
history
january 2009 by robertogreco

GeoGebra

august 2008 by robertogreco

"GeoGebra is a free and multi-platform dynamic mathematics software for schools that joins geometry, algebra and calculus. It received several international awards including the European and German educational software awards."

tcsnmy
math
geometry
algebra
calculus
education
learning
technology
opensource
visualization
freeware
august 2008 by robertogreco

HippoCampus - Homework and Study Help - Free help with your algebra, biology, environmental science, American government, US history, physics and religion homework

november 2007 by robertogreco

"We are dedicated to bringing you great multimedia and course materials that can help you with your homework and studies."

us
history
homework
schools
e-learning
tutorials
learning
math
algebra
calculus
online
curriculum
courses
biology
content
physics
religion
socialstudies
textbooks
resources
education
free
government
multimedia
november 2007 by robertogreco

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