Here are two fun mathy things that came through my feed today. Many of you have probably already seen today’s math-themed xkcd:
I’ll definitely have to share this ever-so-helpful guide with my BC calc students :-).
And I also saw this today [on thereifixedit], which delighted the mathematician in me:
Happy Friday everyone!
Happy Friday! Hope everyone has their kids registered for the AMC next week. If you haven’t already subscribed to the AMC problem-a-day from the MAA, you should! It’ll keep you sharp :-).
Here are a few nice things seen ’round the web recently:
Ten years ago I addressed the first question posed to this panel in Mathematics and Democracy—a collection of essays from a variety of professionals both inside and outside mathematics.4 (These essays are available for free downloading on the MAA website.) The chief message of this volume is that the mathematics taught in school bears little relationship to the mathematics needed for active citizenship. That mathematics we called quantitative literacy (QL) to contrast it with traditional school mathematics which, historically, is the mathematics students needed to prepare for calculus.
Mathematics and quantitative literacy are distinct but overlapping domains. Whereas mathematics’ power derives from its generality and abstraction, QL is anchored in specific contexts and real world data. An alternative framing of the challenge for this panel is to ask whether perhaps QL might be a more effective approach to high school mathematics for all.
…
What we forget, however, is that when NCTM initiated its standards work, most mathematics teachers did not actually believe in the goal of teaching mathematics to all high school students. Whereas now we argue about how much and what kind of mathematics to teach in high school, three decades ago debate centered on who should learn high school mathematics. At that time, the curriculum was designed to efficiently sort students into those who were capable of learning high school mathematics and those who were not. So between grades 7 and 9, somewhere between one-third and one-half of the students were placed in a course called General Math—an enervating, pointless review of arithmetic.
…
Another decade has passed, and our ambitions are now much higher: a common core for all, with everyone emerging from high school ready for college. In one generation, the political view of high school mathematics has progressed from something only some need (or can) learn to a core subject in which all students can and must become proficient. That’s quite a rapid change in ends, which has been matched by a major change in means. The very idea of a common curriculum enforced with common assessments was all but unthinkable back in the 1980s.
Love today’s xkcd:
Very funny. Though I do like the liberal arts, having gone to a liberal arts college for my undergraduate degree. [ht: Graph Jam]
Thanks to my brother, my dad, and my wife, for pointing this out to me :-):
And here’s a goofy comic (HT: Tim Chase).
Decorating for fall? Consider creating some beautiful DIY pumpkins with a mathematical flair–perfect for on top of the hearth or next to the porch swing out front :-).
These were created by Messiah College students (my alma mater) and the photo comes by way of Professor Sam Wilcock, my advisor. Go Falcons!
In my Calculus class today I showed just a short clip from this video (“the limit does not exist!”).
Apparently, completely and totally without my knowledge, I showed this video today, on October 3rd, which just happens to be Mean Girls Day. So..happy Mean Girls Day! (happy/mean…that sounds a little funny)
Kudos to the folks who put these videos together!
Here’s a popular t-shirt design:
But I have a mathematical problem with it. It’s certainly true that THIS particular function never touches its asymptote. I think the t-shirt suggests that this is true of any asymptote, though. As if to say, “hey I’m an asymptote, and as an asymptote, you can’t ever touch me!” However, functions in general CAN touch their asymptotes, sometimes an infinite number of times. (I’ve talked at great length about this issue.)
I also have typesetting-issues with this design (notice the italicized “lim” and the unitalicized variables).
Am I being too picky?
How’s your Thursday going? Keeping it real? And by real, of course, I mean somewhere in the 
I’ve been teaching about complex numbers in my Algebra 2 class, so I thought I’d share this groaner with you (HT: Doug McDonald).
I promise I’ll start blogging again. But as followers of this blog might know, I like to take the summer off–both from teaching and blogging. I never take a break from math, though. Here are some fun things I’ve seen recently. Consider it my own little math carnival :-).
Speaking of statistics, my brother also sent me this great list of lottery probabilities. Could be very useful in the classroom.
These math dice. Honestly I don’t know what I’d do with them, but you have to admit they’re awesome. [ht: Tim Chase]
These two articles about Khan academy and the other about edX I found very interesting. File all of them under ‘flipping the classroom.’ I’m still working up the strength to do a LITTLE flipping with my classroom. My dad forwarded these links to me. He has special interest in all things related to MIT (like Khan, and like edX) since it’s his alma mater.
I’ll be teaching BC Calculus for the first time this semester and we’re using a new book, so I read that this summer. Not much to say, except that I did actually enjoy reading it.
I also started a fabulous book, Fearless Symmetry by Avner Ash and Robert Gross. I have a bookmark in it half way through. But I already recommend it highly to anyone who has already had some college math courses. I just took a graduate course in Abstract Algebra recently and it has been a great way to tie the ‘big ideas’ in math together with what I just learned. The content is very deep but the tone is conversational and non-threatening. (My dad, who bought me the book, warns me that it gets painfully deep toward the end, however. That’s to be expected though, since the authors attempt to explain Wiles’ proof of Fermat’s Last Theorem!)
I had this paper on a juggling zeta function (!) sent to me by the author, Dr. Dominic Klyve (Central Washington University). I read it, and I pretended to understand all of it. I love the intersection of math and juggling, and I’m always on the look out for new developments in the field.
And most recently, I’ve been having a very active conversation with my math friends about the following problem posted to NCTM’s facebook page:
Feel free to go over to their facebook page and join the conversation. It’s still happening right now. There’s a lot to say about this problem, so I may devote more time to this problem later (and problems like it). At the very least, you should try doing the problem yourself!
I also highly recommend this post from Bon at Math Four on why math course prerequisites are over-rated. It goes along with something we all know: learning math isn’t as ‘linear’ an experience as we make it sometimes seem in our American classrooms.
And of course, if you haven’t yet checked out the 90th Carnival of Mathematics posted over at Walking Randomly (love the name!), you must do so. As usual, it’s a thorough summary of recent quality posts from the math blogging community.
Okay, that’s all for now. Thanks for letting me take a little random walk!
Random Walks 