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Jumat, 29 Juni 2012
June 29, 2012
Kamis, 28 Juni 2012
Teaching is Not Telling
As an early proponent of Tau Day (okay, it was a circle post on June 28th) I feel justified in calling for the establishment of a new Tau Day tradition. The Sharing of Sense!
The whole motivation of Tau Day is to think about what makes sense. Pi is traditional, Tau is the product of reflection, a consideration of where we are now. There is room for both. Of course Pi looks like two Taus, but it's Tau that's twice Pi. Typical math reversism. The tradition that makes Festivus the great holiday it is is the Sharing of Grievances, and this makes a good bookend for that.
It has been a weird ten days. Dave and I filmed the now infamous video over a month ago, and it took me a while to get to the editing. He was patient with me as always. It took us a couple months to get to the filming. I expected a day of dust ups on Twitter, some people happy, some people unhappy, and that happened, though most were amused. Then Dan Meyer picked it up. Then Ed Week. Then Slate. And yesterday I was answering questions for the Chronicle of Higher Education. We've received great support, insightful criticism, boorish comments and threatening email. Crazy, then surreal, then bizarre. There are many people with deep emotions involved. It's like in Ken Robinson's first TED talk, people will pin you to the wall to talk about their education.
Dave has said that there is discussion among teachers, and that's a good thing. As he's written in a couple comment threads:
In the discussion with the Chronicle reporter, there were lots of questions about Mr. Khan, his academy and his videos, asked in terms of analyzing him, it or them as teachers/teaching.
That's not teaching.
Not to me, anyway. If there's one idea I try to get at over and over (students chime in: "...and over and over") it's that teaching is more than the time with the students. Planning, assessment, and evaluation are a big part of it. And the time with the students is and should be so much more than the time when you're talking. The fundamental idea, for me, is that teaching is the practice of what we can do to support learning. Telling can be supportive, maybe, sometimes, with some other help.
I did a project with Susan Walborn, one of my favorite teachers ever, before we went on to the Math Art festival. It was early on in my interest in math games. We got a group of 4th and 5th grade helpers who were struggling in math, to become teachers for 1st graders. We'd teach them the game for 15 minutes and then have the tutors play the games with small groups of the wee ones. It was often great. The tutors loved being the experts in an area where they had had so much negative feedback, they often benefited from some remediation on early number ideas they had missed, and they were so supportive of the 1st graders that it was often touching.
The one teaching idea I emphasized the most with them they really got:
It has been a weird ten days. Dave and I filmed the now infamous video over a month ago, and it took me a while to get to the editing. He was patient with me as always. It took us a couple months to get to the filming. I expected a day of dust ups on Twitter, some people happy, some people unhappy, and that happened, though most were amused. Then Dan Meyer picked it up. Then Ed Week. Then Slate. And yesterday I was answering questions for the Chronicle of Higher Education. We've received great support, insightful criticism, boorish comments and threatening email. Crazy, then surreal, then bizarre. There are many people with deep emotions involved. It's like in Ken Robinson's first TED talk, people will pin you to the wall to talk about their education.
Dave has said that there is discussion among teachers, and that's a good thing. As he's written in a couple comment threads:
Our primary purpose with this video was to get a conversation started. We realized that the satire would put some people off but many teachers have tried to engage Khan Academy in a reasonable discussion and present their case to the media about issues with this approach with little to show for it. Now that the conversation has started and Sal himself has said he is listening and looks forward to more critiques, the time has come to raise the level of the discussion. That is why several bloggers have suggested 101 Critiques and Lessons.
We are looking for at least 101 bloggers to offer a video critique of a Khan Academy video and then share an alternative lesson on that concept. The goal is for all the participants to post the critiques and lessons on August 14th (the day before the deadline for the MTT2K prize). Perhaps the sheer volume of resources will convince the media to acknowledge that while Sal Khan's approach has it's place, he could still learn something from teachers.
In the discussion with the Chronicle reporter, there were lots of questions about Mr. Khan, his academy and his videos, asked in terms of analyzing him, it or them as teachers/teaching.That's not teaching.
Not to me, anyway. If there's one idea I try to get at over and over (students chime in: "...and over and over") it's that teaching is more than the time with the students. Planning, assessment, and evaluation are a big part of it. And the time with the students is and should be so much more than the time when you're talking. The fundamental idea, for me, is that teaching is the practice of what we can do to support learning. Telling can be supportive, maybe, sometimes, with some other help.
I did a project with Susan Walborn, one of my favorite teachers ever, before we went on to the Math Art festival. It was early on in my interest in math games. We got a group of 4th and 5th grade helpers who were struggling in math, to become teachers for 1st graders. We'd teach them the game for 15 minutes and then have the tutors play the games with small groups of the wee ones. It was often great. The tutors loved being the experts in an area where they had had so much negative feedback, they often benefited from some remediation on early number ideas they had missed, and they were so supportive of the 1st graders that it was often touching.
The one teaching idea I emphasized the most with them they really got:
If you can ask, don't tell.
(This was before the similar phrase was politicized in a horrible compromise.) The message I would want to share on Tau Day, for my bit of sense to share, is for all good citizens to understand this:
Teaching is not Telling
Telling is not Teaching
Thanks to everyone who's engaged politely in conversation about Mystery Teacher Theatre 2000, and I'm very grateful to the many who have been supportive.
Image credits: Festivus Pole by M. Keefe at Flickr. More anthropomorphic comic at the tumblr.
Rabu, 27 Juni 2012
Selasa, 26 Juni 2012
#MrCollinsWeekly
Due to my inclusion on the TES Maths Panel, and after having numerous discussions with colleagues as to how I can best share the resources I find, I have decided to set up a #MrCollinsWeekly 'newsletter' where I will highlight the best resources I have found that week, links to websites, lesson ideas, starters/plenaries, what I have been doing in class etc etc.
I intend to tweet this to my followers each week using the #MrCollinsWeekly hashtag and I will also be sending this to my colleagues I have either worked with before or am currently working with.
All of this is aimed at sharing good practise, enhancing my role on the TES Maths Panel by advertising the best resources I have found, and it will also give me a useful collection of resources I have used throughout my NQT year!
Here's an image of the 1st issue of the #MrCollinsWeekly...
I intend to tweet this to my followers each week using the #MrCollinsWeekly hashtag and I will also be sending this to my colleagues I have either worked with before or am currently working with.
All of this is aimed at sharing good practise, enhancing my role on the TES Maths Panel by advertising the best resources I have found, and it will also give me a useful collection of resources I have used throughout my NQT year!
Here's an image of the 1st issue of the #MrCollinsWeekly...
In the 'newsletter' I have hyperlinked as many of the resources/images as I can so it easy for users to locate the resources/websites I have mentioned. If you would like to subscribe to the #MrCollinsWeekly then by all means send me an e-mail with your e-mail address and I'll ensure I send you each issue as I create them each week. Direct message me your e-mail address via Twitter or via this blog.
You can get issue 1 of the #MrCollinsWeekly here...
If you have any suggestions as to what I could include in the #MrCollinsWeekly or you have a resource/site that you would like me to mention then just get in touch.
Mr Collins
My NQT Blog
Having previously set up my http://mrcollinsreflectivejournal.blogspot.com blog for my GTP year I have decided to continue blogging and here is my new NQT blog!
I have got so much out of doing my initial 'reflective journal' blog that I thought it would be a shame to suddenly stop this just because I am now a qualified teacher. After all, in order for me to continue to have success in the classroom I will need to continue to be a reflective practitioner.
My blog has also proven to be fairly popular with other teachers and I have gained a lot from their suggestions on my blog and the advice that has come with it. I also have found it rewarding sharing my ideas and resources with a wider community and feel there is no reason why this should stop!
So, if you have any suggestions as to how I may develop my blog posts or if there is anything I should perhaps do differently with my NQT blog then please do feel free to get in touch either by commenting on any of my posts or on my Twitter account (@mrprcollins).
Thank you to everyone that helped me, gave me advice, recommended resources, read my posts, gave me feedback on activities/resources etc etc etc your help, as always, is greatly appreciated.
Mr Collins
I have got so much out of doing my initial 'reflective journal' blog that I thought it would be a shame to suddenly stop this just because I am now a qualified teacher. After all, in order for me to continue to have success in the classroom I will need to continue to be a reflective practitioner.
My blog has also proven to be fairly popular with other teachers and I have gained a lot from their suggestions on my blog and the advice that has come with it. I also have found it rewarding sharing my ideas and resources with a wider community and feel there is no reason why this should stop!
So, if you have any suggestions as to how I may develop my blog posts or if there is anything I should perhaps do differently with my NQT blog then please do feel free to get in touch either by commenting on any of my posts or on my Twitter account (@mrprcollins).
Thank you to everyone that helped me, gave me advice, recommended resources, read my posts, gave me feedback on activities/resources etc etc etc your help, as always, is greatly appreciated.
Mr Collins
The concept of area – Part 3
This is the third part of a multi-part blog post on the concept of area.
Pop quiz!
What’s the formula for the area of a triangle?
Read more »
Pop quiz!
What’s the formula for the area of a triangle?
Read more »
June 26, 2012
Interactive version of problem and solution.
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Senin, 25 Juni 2012
June 25, 2012
Interactive version of problem and solution.
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Minggu, 24 Juni 2012
Intermediate GeoGebra
 |
| http://bit.ly/ggbgv |
This site has a clearer direction through it. Whether you are introducing GeoGebra to people with some time - say a two or three hour block - or in a quick one hour presentation, this is how I'd recommend starting:
If you'd like to add to the Google doc with your favorite Tube Finds, be my guest! (Here's the link.)
We covered search, tags and user profiles, all of which enable finding cool stuff.
Once users have gotten to making some pretty impressive setches, most of what the teacher or trainer has to provide are the commands to help in what they want to do. The two that have come up the most for me are:
- RandomBetween[ ⟨ minimum integer ⟩ , ⟨ maximum integer ⟩ ] - does just what you'd think it would. Very useful for generating targets or random polynomials using this for coefficients. You get new values by choosing Recompute All Objects from the View menu.
- Function[ ⟨ function ⟩ , ⟨ start x-value ⟩ , ⟨ end x-value ⟩ ] - limits the domain of a function. Best technique for this is often to define a function f(x)=... then make a limited version of the function using the Function[] command.
A note about embedding animated gifs: some services are weird about it. If you're having trouble, upload it to a photo sharing site (I use the mildly annoying photobucket) and put in the image by URL.
The main feature that's come up that we don't have a guide for yet is the dynamic text. Text is next.Whenever you get to work in a group with GeoGebra you learn something. The two tidbits I found most useful this time was the Corner[ ] command, which we found in an Anthony Or (orchiming on GGBT) sketch. Someone asked "Well how did he make two sets of axes?" and the answer was clever use of the corners.
The other was instigated by a participant: looking into what that student option is in a GeoGebraTube collection. When you click Create version for students, you get a menu of choices.You get a palette of sketches for students, like this.
That's going to be a great feature.
Hope this can be of use to you for your GeoGebra learning, or with fellow teachers or with your students. I'm happy to share any materials electronically, or in person if you're within driving distance. What would be helpful for you?
Jumat, 22 Juni 2012
June 22, 2012
Interactive version of problem and solution.
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Kamis, 21 Juni 2012
Rabu, 20 Juni 2012
June 20, 2012
Interactive version of problem and solution.
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Selasa, 19 Juni 2012
Fujitsu Cracks Next-Gen Cryptography Standard
Fujitsu and its Japanese partners have taken 148 days to carry out a cryptanalysis that had been estimated to take hundreds of thousands of years.
Source: http://www.techweekeurope.co.uk/news/fujitsu-cryptography-standard-83185
What surprises me here is that they had the estimates =completely= wrong. Development in all sectors is getting faster and faster. Maybe it is going so fast that predictions have become useless, became impossible.
Educational tools for symmetry
#graphica# #m336#
This website from Prof. Dr. Loren Williams is worth exploring. Don't forget to visit the Crystallography Tool section.
P.S.
Notice the man in the space suit
This website from Prof. Dr. Loren Williams is worth exploring. Don't forget to visit the Crystallography Tool section.
P.S.
Notice the man in the space suit
Senin, 18 Juni 2012
Mayim Bialik
I like Mayim Bialik as an actor, totally think she improves Big Bang Theory, and think she has obvious science chops. I personally get pretty geared up about the immunization "controversy" (which I only think is a controversy in the same way as the climate change "controversy"), and was disappointed over her Science Friday brouhaha about immunization.
Then I got a promo from NCTM giving her top billing at a meeting.
I wrote:
To: NCTM Summing UpThe NCTM was nice enough to write back...
Cc: NCTM
Subject: Re: NCTM Summing Up: June 5, 2012
Do you all know that Mayim Bialik is a supporter of the anti-immunization movement? Pretty disastrous for teachers, should she have her way. I don't think we as an organization should be legitimizing her as science-related, let alone promoting her. This was in the news recently because of her appearance on Science Friday.
-John Golden
Mr. Golden,
I am sending the attached letter on behalf of NCTM President Linda Gojak, who is copied on this message, in response to your message below about Mayim Bialik.
Regards,
Ken Krehbiel
Associate Executive Director for Communications
Hmmm. So I wrote back,
Thanks for addressing this and for responding. I understand the tensions involved.To which they quickly replied:
I do think there's a difference between having a Ph. D. and qualification in math ed. For example, the many Ph. D.s in mathematics who support Mathematically Correct would probably not be advertised by the NCTM in promotional materials.
May I share this letter with others?
Thanks,
John Golden
Hi JohnI'm very happy to be part of a group that attends to its members thoughts, and I do understand that decisions are not going to be by consensus most of the time. I don't want uniformity, relish diversity, and think I'm probably being over-sensitive here because of how I feel about immunization.
Thank you for your thoughts.
Actually Mayim has been doing some work in mathematics education with a supportive stance on the importance of mathematics as fundamental to the foundation needed in STEM areas.
I think her message around mathematics is important as we move forward. Her personal stances on personal issues are exactly that...personal
I think the CCSSM provides us the opportunity to work together from a variety of viewpoints to work together to do what is best for our students. So it is no longer a divide between mathematically correct or not correct, rather it is about what prepares our students with multiples options in the workforce.
You can share the letter as you see appropriate.
Regards,
Linda Gojak
Nctm president
What do you think? Would you put her on stage at your conference?
Mystery Teacher Theatre 2000
Welcome to our first episode. Recently, in the halls of School University, some teachers attempted some selfdirected professional development, encouraged by their principal and given hope by Sal Khan, a man described as "Bill Gate's favorite teacher" (from a TED endorsement), "very popular," "extremely popular," "an educational revolutionary," and being like "like a nerdy, South Asian-American Seinfeld." (I'm not making any of those up. The last is from Wired.)
Here's what happened.
So, obviously, as comedy improv actors we're a couple of math teachers.
We're very interested in your comments. What do you think of this video? Of the teaching? What did we miss in our commentary?
Dave was the instigator here, but is too smart to put it up at Deltascape.
Here's what happened.
So, obviously, as comedy improv actors we're a couple of math teachers.
We're very interested in your comments. What do you think of this video? Of the teaching? What did we miss in our commentary?
Dave was the instigator here, but is too smart to put it up at Deltascape.
June 18, 2012
Interactive version of problem and solution.
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Minggu, 17 Juni 2012
ക്ലാസ് ലീഡര് ഇലക്ഷന് കമ്പ്യൂട്ടറിലൂടെ നടത്താന് റെഡിയാണോ?
ഇക്കഴിഞ്ഞ ജൂലൈ 16 ശനിയാഴ്ച എന്റെ ചുമതലയിലുള്ള ക്ലാസിന്റെ ലീഡറുടെ ഇലക്ഷന് നടത്തി. പതിവില് നിന്നു വ്യത്യസ്തമായി വോട്ടിങ്ങിന് കമ്പ്യൂട്ടര് ഉപയോഗിച്ചപ്പോള് കുട്ടികള്ക്കും അതൊരു പുതുമയാര്ന്ന അനുഭവമായി. സ്ക്കൂള് പാര്ലമെന്റ് ഇലക്ഷന് സ്വീകരിക്കുന്ന എല്ലാ മാനദണ്ഡങ്ങളും പാലിച്ചായിരുന്നു ലീഡറെ തിരഞ്ഞെടുക്കുന്നതിനു വേണ്ടി ഇലക്ഷന് നടത്തിയത്. മൂന്നു പേരാണ് നാമനിര്ദ്ദേശപട്ടിക നല്കിയത്. വോട്ടര് പട്ടിക പ്രസിദ്ധീകരണവും പത്രിക പരിശോധിക്കലുമെല്ലാം നടത്തിയിട്ടും രംഗത്ത് മൂന്നു പേര് അവശേഷിച്ചു. കമ്പ്യൂട്ടര് ലാബ് പോളിങ്ങ് ബൂത്തായി. യഥാര്ത്ഥ ഇലക്ഷനെ അനുസ്മരിപ്പിക്കും വിധം പ്രിസൈഡിങ്ങ് ഓഫീസറും പോളിങ്ങ് ഓഫീസര്മാരുമുണ്ടായിരുന്നു. ഒരു മൂലയില് രഹസ്യമായി കമ്പ്യൂട്ടര് മോണിറ്ററും മൗസും ഒരുക്കി വെച്ചു. മൗസ് ക്ലിക്കിലൂടെ വോട്ടര്ക്ക് തങ്ങള്ക്കിഷ്ടപ്പെട്ട സ്ഥാനാര്ത്ഥിക്ക് വോട്ട് രേഖപ്പെടുത്താം. മറ്റൊരു ഭാഗത്ത് പ്രിസൈഡിങ്ങ് ഓഫീസര്ക്കു മുന്നില് കമ്പ്യൂട്ടര് കീബോര്ഡ് കണ്ട്രോളിങ്ങ് യൂണിറ്റായി സജ്ഝീകരിച്ചിട്ടുണ്ടായിരുന്നു. ഒരാള് വോട്ട് രേഖപ്പെടുത്തിക്കഴിഞ്ഞാല് പ്രിസൈഡിങ്ങ് ഓഫീസര് കീബോര്ഡില് എന്റര് കീ പ്രസ് ചെയ്താല് മാത്രമേ അടുത്തയാള്ക്ക് വോട്ട് രേഖപ്പെടുത്താനാകൂ. എല്ലാവരും വോട്ട് രേഖപ്പെടുത്തിക്കഴിഞ്ഞ ശേഷം ഹെഡ്മിസ്ട്രസ്സിന്റെ സാന്നിധ്യത്തില് എല്ലാ കുട്ടികളേയും കമ്പ്യൂട്ടറിനടുത്തേക്ക് വിളിച്ചു വരുത്തി. പ്രിസൈഡിങ്ങ് ഓഫീസര് രഹസ്യകോഡ് എന്റര് ചെയ്തപ്പോള് അടുത്ത സെക്കന്റില് കമ്പ്യൂട്ടര് സ്ക്രീനില് ലഭിച്ച വോട്ടിന്റെ അവരോഹണക്രമത്തില് വിജയികളുടെ പേര് തെളിഞ്ഞു. അതും ശതമാനം സഹിതം. കുട്ടികളുടെ കരഘോഷത്താല് കമ്പ്യൂട്ടര് ലാബ് ശബ്ദമുഖരിതമായി. ഇത്തരമൊരു ഇലക്ഷന് സഹായിച്ച പ്രോഗ്രാം ഒരുക്കിയത് മലപ്പുറം ജില്ലയിലെ പൂമംഗലം Z.M.H.Sലെ ഇ.നന്ദകുമാര് എന്ന ഒരു പത്താം ക്ലാസുകാരനായിരുന്നു. സ്വതന്ത്ര സോഫ്റ്റ്വെയറില് പ്രവര്ത്തിക്കുന്ന സമ്മതി എന്ന ഈ ഇലക്ഷന് സോഫ്റ്റ്വെയര് പൈത്തണ് ഭാഷയിലാണ് പ്രോഗ്രാം ചെയ്തിരിക്കുന്നത്. എന്താ, നിങ്ങളുടെ വിദ്യാലയത്തിലും ഇത്തരമൊരു ഇലക്ഷന് നടത്തണമെന്നാഗ്രഹമുണ്ടോ? തീര്ച്ചയായും വ്യത്യസ്തമായൊരു പരിപാടിയായിരിക്കും അത്. കുട്ടികള് ഒരിക്കലും മറക്കുകയുമില്ല ഈ ഇലക്ട്രോണിക് വോട്ടിങ്ങ്. താഴെ കാണുന്ന വിലാസത്തില് നിന്നും വെറും 200 കെ.ബി. മാത്രമുള്ള സമ്മതി സൗജന്യമായി ഡൗണ്ലോഡു ചെയ്യാം:
സമ്മതി ഇലക്ഷന് സോഫ്റ്റ്വെയര് ഡൗണ്ലോഡ് ചെയ്യുമ്പോള് ലഭിക്കുന്ന ഈ ഡെബ് ഫയല് റൈറ്റ് ക്ലിക്ക് ചെയ്ത് open with GDebi Package installer വഴി ഇന്സ്റ്റാള് ചെയ്യാം.
ഇന്സ്റ്റലേഷനു ശേഷം Applications -> Other -> Sammaty Election Engine എന്ന ക്രമത്തില് ഇലക്ഷന് സോഫ്റ്റ്വെയര് തുറക്കാം. താഴെ കാണുന്ന പോലൊരു വിന്ഡോ ആയിരിക്കും തുറന്നു വരിക.
അതില് ആദ്യത്തെ മെനുവായ Election Setup ല് ക്ലിക്ക് ചെയ്യുമ്പോള് Terminal ല് Enter a title for the election : എന്നു വരുന്നു. Election for Class Leader എന്നോ മറ്റോ ടൈറ്റില് നല്കാം. തുടര്ന്ന് ഇംഗ്ലീഷ് ചെറിയ ലിപിയില് ഒരു പാസ്വേഡ് നല്കാന് ആവശ്യപ്പെടുന്നു. തുടര്ന്ന് ഉറപ്പു വരുത്തുന്നതിനായി വീണ്ടും എന്റര് ചെയ്യേണ്ടി വരും. ഇതേ സമയം Home ഡയറക്ടറിയില് sammaty_election എന്ന പേരില് ഒരു ഫോള്ഡര് നിര്മ്മിക്കപ്പെട്ടിട്ടുണ്ടാകും.
തുടര്ന്ന് ഓരോ കാന്ഡിഡേറ്റിന്റെയും പേര് ചുവടെ കാണുന്ന വലിപ്പത്തില് Gimpല് നിര്മ്മിച്ച ശേഷം Home ഡയക്ടറിയിലെ sammaty_election എന്ന ഫോള്ഡറിനകത്തുള്ള Candidates എന്ന ഫോള്ഡറില് 1.png, 2.png, 3.png എന്നു പേരു നല്കി നിക്ഷേപിക്കുക.
ഓരോ കാന്ഡിഡേറ്റിനും വേണ്ടി നിര്മ്മിക്കുന്ന ഫയല് .png ഫോര്മാറ്റിലായിരിക്കാന് പ്രത്യേകം ശ്രദ്ധിക്കണേ. തുടര്ന്ന് ഇലക്ഷന് സോഫ്റ്റ്വെയറിന്റെ മെനുവിലെ List of Candidates ല് ക്ലിക്ക് ചെയ്യുമ്പോള് സ്ഥാനാര്ത്ഥികളുടെ പേര് ബ്രൗസറില് തുറന്നു വരുന്നതു കാണാം.
ഇനി ഇലക്ഷന് മെനുവിലെ Start Election ക്ലിക്ക് ചെയ്യുക. വോട്ടിങ്ങിന് കമ്പ്യൂട്ടര് തയ്യാറായി. ഇനി ഓരോരുത്തര്ക്കും വോട്ട് രേഖപ്പെടുത്താം. മോണിറ്ററില് കാണുന്ന തങ്ങളുടെ സ്ഥാനാര്ത്ഥിയുടെ പേരിന് നേരെ മൗസ് ഉപയോഗിച്ച് ക്ലിക്ക് ചെയ്തു കൊണ്ട് വോട്ടര്ക്ക് വോട്ട് രേഖപ്പെടുത്താം. ഒരാള് വോട്ട് രേഖപ്പെടുത്തിക്കഴിഞ്ഞാല് മോണിറ്ററില് തെളിഞ്ഞു കാണുന്ന പേജ് ഹൈഡാകും. വീണ്ടും വോട്ടു ചെയ്യാനാകില്ല. പിന്നെ അടുത്തയാള്ക്ക് വോട്ട് രേഖപ്പെടുത്താനായി പ്രിസൈഡിങ്ങ് ഓഫീസര് കീബോര്ഡില് എന്റര് കീ പ്രസ് ചെയ്യണം.
എല്ലാവരും വോട്ട് രേഖപ്പെടുത്തിക്കഴിഞ്ഞാല് ഇനി ഫലം പ്രഖ്യാപിക്കാം. അതിനായി ടാബ് കീ പ്രസ് ചെയ്ത ശേഷം പാസ്വേഡ് ടൈപ്പ് ചെയ്യണം. അതോടെ ലഭിച്ച വോട്ടിന്റെ അടിസ്ഥാനത്തില് ഏറ്റവും കൂടുതല് വോട്ട് ലഭിച്ചയാളുടെ പേര് സ്ക്രീനില് പ്രത്യക്ഷപ്പെടും. അതിനു നേരെ ശതമാനവുമുണ്ടാകും. തൊട്ടു താഴെ അതില് കുറവ് വോട്ടു ലഭിച്ചവരുടെ പേരും വോട്ടും ശതമാനവും ക്രമത്തില് കാണാം.
ഇത്തരമൊരു പ്രോഗ്രാം തയ്യാറാക്കിയ നന്ദകുമാറിനെ എത്ര അഭിനന്ദിച്ചാലും മതിയാകില്ല. പൈത്തണ് പ്രോഗ്രാമിങ്ങ് നമ്മുടെ ബ്ലോഗിലൂടെ പഠിപ്പിക്കാനും നന്ദകുമാര് തയ്യാറായിട്ടുണ്ട്. വഴിയേ നമുക്കതിലേക്കു കടക്കാം. വിശദമായ ഒരു പി.ഡി.ഫ്. ഹെല്പ്പ് സമ്മതിയ്ക്കുണ്ട്. ഹെല്പ്പ് ബട്ടണ്
വഴി ഇതു തുറക്കാം. സോഫ്റ്റ്വെയറിന്റെ ഐക്കണ് നിര്മ്മിച്ചത് ഇങ്ക്സ്കേപ്പിലാണ്. ഇ-ഇലക്ഷനെക്കുറിച്ചുള്ള നിങ്ങളുടെ അഭിപ്രായങ്ങളും നിര്ദ്ദേശങ്ങളും കമന്റായി രേഖപ്പെടുത്തുമല്ലോ.
Sabtu, 16 Juni 2012
Quadratic GeoGebra Day
I'm teaching a summer intermediate algebra course, and we recently had a full day of GeoGebra for quadratic functions. With GVSU's GeoGebra training coming up, it seemed like a good time to document what all we did.
I'm using a Bring Your Own Device philosophy for the class, so students are bringing TIs (82, 83, 84, 86 so far), smart mobiles, and laptops to run Desmos or GeoGebra. When we have a particularly heavy computer day, I let them know ahead, and a few extra people bring in laptops. The university runs a pretty good wireless service accessible to all students and staff.
Here's our agenda for the day:
Some of what we were doing was to support them in the project. Here's the handout:
It helped engagement that they knew there was something for class that this supported.
The multiplication of 2 digit numbers was a connect forward piece to multiplication of binomials, by means of an area model that shows partial products and leads to the box method for multiplying polynomials. There were no homework questions, so we spent a while on the multiplying, and then someone wanted to know why we were doing this, so we got into the box method right then and there.
I designed this sketch to have just a and b on sliders, to focus attention on those. The class had previously noticed that c in the standard form was the y-intercept, so I made that literal in the sketch to emphasize it. I gave it a dynamic window (defining x- and y-min and max interms of function values) so that the parabola would be in view. (GeoGebra note: that means that the program is constantly recomputing when values are changed, so you can't really use the trace.) The sketch has these questions on GGBTube.
The vertex investigation led to a good bit of mathematical reasoning. They noticed that when a increased, the vertex moved to the right, unless b was negative in which case it moved to the left. Some discussion led them to decide that it moved closer to zero. They noticed when b=0 that the vertex is always at x=0. They also noticed a cool parabola pattern that the vertex makes when you move the b slider.
I suggested that maybe we needed some hard data, and started recording on the board a and b vs. the x-coordinate of the vertex for what they had tried. No pattern was visible. So I suggested fixing a or b and varying the other. Now there's some interesting things to see.
Next I wanted to give them some practice on regression. Starting with the sketch Dan and the Ball,
On this sketch you can use the red point to gather data. We talked about entering the data in the spreadsheet, from which you can use the two-variable data tool. 
Or make points from the list and use the FitPoly[ ] command.
You can also use Wolfram|Alpha to do the regression, or a TI. Unfortunately Desmos doesn't have regression yet. W|A is surprisingly finicky about the phrasing you use. For example it prefers "fit" over "regression."
Students were very successful with this, and I had them move on to their choice of activity.
Several did the bridge problem, which looks at whether a bridge is a parabola or a catenary. They were bold about exploring, despite the many overheard comments about not having any idea what was going on with the catenary. Several also gave the bouncing ball sketch a try, which allowed them to see the effect of constant a on different parabolas. (OK, I'm also just pretty happy with the simulation.)
By that point many were looking for other things on their own. Someone found this great world record motocross time lapse shot, among others.
I made up a guide to importing and using images in GeoGebra.
One GeoGebraTube tip that I picked up from this much student use in class was to remember to change the vertical display size of a sketch if you are adding the menu bar, tool bar or input bar. About 200 pixels is enough for all three.
You get to that screen by being logged in and choosing the Edit option on the teacher page for your sketch.
This day seemed to make (by subsequent assessment) a difference in their technical ability to do regression, their understanding of the vertex formula and use of the quadratic formula, understanding of some of the features of parabolas. They also have been working with a great amount of independence on their projects. Which I am excited to see on Monday!
I'm using a Bring Your Own Device philosophy for the class, so students are bringing TIs (82, 83, 84, 86 so far), smart mobiles, and laptops to run Desmos or GeoGebra. When we have a particularly heavy computer day, I let them know ahead, and a few extra people bring in laptops. The university runs a pretty good wireless service accessible to all students and staff.
Here's our agenda for the day:
Agenda – Class 9
Objective: quadratic regression and connections between the vertex form and standard form.
5 start up: multiplying 2 digit numbers with place value sense.
15 HW
30 Vertex investigation (GGBT - GeoGebraTube)
50 Regression opportunities (W|A, GGB, TI)30 Projectiles
- Dan Ball (GGBT)
- Bouncing Ball (GGBT)
- Catenary vs Quadratic (GGBT)
- Our rolling data
- Curve photos
- Constant Acceleration
- Projectiles with Targets (GGBT)
5 Classroom concerns
To do: project 1 – linear and/or quadratic math in life.The way the class panned out, we left off projectiles for another day. The point of that is to make a strong connection between constant second difference and constant acceleration.
Some of what we were doing was to support them in the project. Here's the handout:
It helped engagement that they knew there was something for class that this supported.
The multiplication of 2 digit numbers was a connect forward piece to multiplication of binomials, by means of an area model that shows partial products and leads to the box method for multiplying polynomials. There were no homework questions, so we spent a while on the multiplying, and then someone wanted to know why we were doing this, so we got into the box method right then and there.
I designed this sketch to have just a and b on sliders, to focus attention on those. The class had previously noticed that c in the standard form was the y-intercept, so I made that literal in the sketch to emphasize it. I gave it a dynamic window (defining x- and y-min and max interms of function values) so that the parabola would be in view. (GeoGebra note: that means that the program is constantly recomputing when values are changed, so you can't really use the trace.) The sketch has these questions on GGBTube.
This sketch helps you investigate the location of the vertex for a parabola in standard form, y=ax^2+bx+c. Since the equation will tell us y if we know x, we will concentrate on the x-coordinate of the vertex.
1) There are controls for a and b, separate from c. Why doesn't c change the left-right location of the vertex?
2) Change a and b and notice the effect on whether the vertex moves left or right. What do you notice?
3) Our goal is to find a rule or formula for the vertex's x-coordinate in terms of a and b. How can you collect data that will help us determine the formula?
Extension: what else could you investigate with this sketch?
I suggested that maybe we needed some hard data, and started recording on the board a and b vs. the x-coordinate of the vertex for what they had tried. No pattern was visible. So I suggested fixing a or b and varying the other. Now there's some interesting things to see.
(It wasn't this neat on the board.) They noticed that as b increased it got bigger ("Bigger?" I ask. "Well, more negative.") As a increased it got smaller. When a was steady, it was like a line. They noticed the -1/2 slope for when a=1. One student noticed that when b doubled, the x-coordinate doubled. Then another noticed that when a doubled, it went down by half. Then a student had the insight, "oh, I have it! I think... can I say?" (We've been working a bit on being a no-spoilers class.) Is it -b/2a? Seemed to work with all the data we had.
Steve's Rule: x-coordinate of the vertex = -b/2a.
When students reflected on this investigation (jot down one thing you want to remember) many noted the formula, but some remarked on collecting the data and the trends in a and b as it affected the vertex.
Next I wanted to give them some practice on regression. Starting with the sketch Dan and the Ball,
which, of course, is from Dan Meyer's photo composite. Students pretty naturally want to know if it goes in. Most think it does when you take a vote.
On this sketch you can use the red point to gather data. We talked about entering the data in the spreadsheet, from which you can use the two-variable data tool. 
Or make points from the list and use the FitPoly[ ] command.
You can also use Wolfram|Alpha to do the regression, or a TI. Unfortunately Desmos doesn't have regression yet. W|A is surprisingly finicky about the phrasing you use. For example it prefers "fit" over "regression."
Students were very successful with this, and I had them move on to their choice of activity.
Several did the bridge problem, which looks at whether a bridge is a parabola or a catenary. They were bold about exploring, despite the many overheard comments about not having any idea what was going on with the catenary. Several also gave the bouncing ball sketch a try, which allowed them to see the effect of constant a on different parabolas. (OK, I'm also just pretty happy with the simulation.)
By that point many were looking for other things on their own. Someone found this great world record motocross time lapse shot, among others.
 | |
| From tifr |
One GeoGebraTube tip that I picked up from this much student use in class was to remember to change the vertical display size of a sketch if you are adding the menu bar, tool bar or input bar. About 200 pixels is enough for all three.
This day seemed to make (by subsequent assessment) a difference in their technical ability to do regression, their understanding of the vertex formula and use of the quadratic formula, understanding of some of the features of parabolas. They also have been working with a great amount of independence on their projects. Which I am excited to see on Monday!
Jumat, 15 Juni 2012
The concept of area – Part 2
This is the second part of a multi-part blog post on the concept of area.
NAEP’s stark revelation of the extent to which students fail to understand the concept of area and lack basic problem solving skills warrants not a simple tweaking of current methodology, but a complete rethinking of how the topic of area is presented.
Existing mathematics curricula compartmentalize math skills into discrete chunks, the main benefits accruing to educators: it’s easier to teach and easier to write tests. The math bite approach to imparting skills is worse than the much-maligned notion of teaching to the test; it institutionalizes a testing regime, at the expense of developing students’ thinking skills. Even if they learn every standard, the parts remain disjointed without students gaining the real math wisdom that comes from synthesizing parts into a whole.
In earlier posts, we have tried to convey this notion of synthesis. We discussed our general philosophy: how applying concepts in useful ways abstracts the concept. We continue to advocate the concept → formal introduction → applications → abstraction sequence. Once concepts are synthesized, i.e., reach the abstract stage of understanding, actual thinking emerges and those concepts are ready to be applied in new, previously unencountered situations—and isn’t that the real point of education?
Read more »
NAEP’s stark revelation of the extent to which students fail to understand the concept of area and lack basic problem solving skills warrants not a simple tweaking of current methodology, but a complete rethinking of how the topic of area is presented.
Existing mathematics curricula compartmentalize math skills into discrete chunks, the main benefits accruing to educators: it’s easier to teach and easier to write tests. The math bite approach to imparting skills is worse than the much-maligned notion of teaching to the test; it institutionalizes a testing regime, at the expense of developing students’ thinking skills. Even if they learn every standard, the parts remain disjointed without students gaining the real math wisdom that comes from synthesizing parts into a whole.
In earlier posts, we have tried to convey this notion of synthesis. We discussed our general philosophy: how applying concepts in useful ways abstracts the concept. We continue to advocate the concept → formal introduction → applications → abstraction sequence. Once concepts are synthesized, i.e., reach the abstract stage of understanding, actual thinking emerges and those concepts are ready to be applied in new, previously unencountered situations—and isn’t that the real point of education?
Read more »
Kamis, 14 Juni 2012
Soal Ujian Nasional 2012
Tahun ini soal Ujian Nasional terdiri dari 5 paket yang berbeda, meski tidak berbeda seratus persen. Sebab beberapa soal yang ada pada sebuah paket juga terdapat pada paket yang lain meskipun jumlah soal yang sama tersebut jumlahnya sangat sedikit.
Berbeda dengan tahun lalu dimana soal ujian nasioal terdiri dari 5 paket berbeda tetapi sama, maksudnya sebenarnya soal hanya terdiri satu paket
Rabu, 13 Juni 2012
Selasa, 12 Juni 2012
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