This was the second festival which is held every two years (alternating with the the US Science and Engineering Festival). The festival was a huge success and was very well attended. I was a little cautious about attendance predictions, given that the festival moved to the convention center from the DC Mall–a location which benefited from wandering foot-traffic.
This year, however, we benefited from the rain. It was dark and rainy all day long, but the National Math Festival provided a wonderful rainy-day escape from the dreary weather. See? Look at all the fun we’re having!
The photos you’re seeing here are all from the travelling exhibits brought to us by the Museum of Mathematicsin NYC. I helped MoMATH coordinate volunteers this year, just as I did two years ago. And our volunteers were AWESOME!
We engaged thousands of people throughout the course of the day in meaningful mathematical play. There is a great need for this kind of popular-focus on mathematics, illuminating the beauty, joy, and fun of mathematics, rather than the impression people have of difficulty and drudgery.
All my photos are MoMATH-focused, since that’s where I spent my day. You can find even more of my photos here. And you can see more coverage in my twitter feed. For example, here’s a little clip of some juggling-math:
Imagine 150 teens sleuthing around the school solving puzzles, skipping lunch every day to gain advantages over other teams, students voluntarily solving extremely difficult puzzles.
Welcome to the Third Annual RMHS Pi Day Puzzle Hunt. This year 36 teams competed for $200 in prize money, trophies and swag, and of course, GLORY. 🙂
There were eight challenging puzzles this year. A mural maze had students visiting other murals throughout the school in order to obtain the URL that gained them access to the next puzzle. The puzzles took students online, to classrooms, lockers, and making phone calls. Teams also received a UV light during the hunt in order to reveal secret messages (or cryptograms that still required decryption!). This year we did a better job of making the puzzles start out easy and slowly get more difficult, so as not to discourage teams right away. Here are links to descriptions of all of the 2017 puzzles:
Each year we have tried to improve the hunt in substantial ways, including the appearance of “Stars” throughout the hunt that earned students extra points by rewarding teams that could find hidden elements of puzzle or solve daily bonus puzzles. We also made the prize money and trophies better this year.
We had some bumps in the road, but overall, the 2017 hunt was a success. Months of work, and now our third puzzle hunt is in the books.
I took a two year hiatus from blogging. Life got busy and I let the blog slide. I’m sorry.
But I’m back, and my New Year’s Resolution for 2017 is to post at least once a month!
Here’s what I’ve been up to over the last two years:
Twitter. When people ask why I haven’t blogged, I say “twitter ate my blog.” It’s true. Twitter keeps feeding me brilliant things to read, engaging me in wonderful conversations, and providing the amazing fellowship of the MTBoS.
James Key. I consistently receive mathematical distractions from my colleague and friend, James, who has a revolutionary view on math education and a keen love for geometry. This won’t be the last time I mention his work. Go check out his blog and let’s start the revolution.
with my nerdy friends named James
My Masters. I finally finished my 5-year long masters program at Johns Hopkins. I now have a MS in Applied and Computational Mathematics…whatever that means!
Life. My wife and I had our second daughter, Heidi. We’re super involved in our church. I tutor two nights a week. Sue me for having a life! 🙂
New curriculum. In our district, like many others, we’ve been rolling out new Common Core aligned curriculum. This has been good for our district, but also a monumental chore. I’m a huge fan of the new math standards, and I’d love to chat with you about the positive transitions that come with the CCSS.
Curriculum development. I’ve been working with our district, helping review curriculum, write assessments, and I even helped James Key make somevideo resources for teachers.
Math Newsletters. Do you get the newsletters from Chris Smith or James Tanton (did you know he’s pushing three essays on us these days?). Email these guys and they’ll put you on their mailing list immediately.
Growing. I’ve grown a lot as a teacher in the last two years. For example, my desks are finally in groups. See?
Pi day puzzle hunt! Two years ago we started a new annual tradition. To correspond with the “big” pi-day back in 2015, we launched a giant puzzle hunt that involves dozens of teams of players in a multi-day scavenger hunt. Each year we outdo ourselves. Check out some of the puzzles we’ve done in the last two years.
Quora. This question/answer site is awesome, but careful. You’ll be on the site and an hour later you’ll look up and wonder what happened. Here are some of the answers I’ve written recently, most of which are math-related. I know, I know, I should have been pouring that energy into blog posts. I promise I won’t do it again.
National Math Festival. Two years ago we had the first ever National Math Festival on the mall in DC. It was a huge success. I helped coordinate volunteers for MoMATH and I’ll be doing it again this year. See you downtown on April 22!
famous mathematicians you might run into at the National Math Festival
Now you’ll hopefully find me more regularly hanging out here on my blog. I have some posts in mind that I think you’ll like, and I also invited my colleague Will Rose to write some guest posts here on the blog. Please give him a warm welcome.
Thanks for all the love and comments on recent posts. Be assured that Random Walks is back in business!
Have you been doing other things and failed to notice the origami world evolve without you? Have you fallen asleep and been left behind? If you want to get caught up on what you’ve been missing in the world of origami, I suggest you visit Hannah’s origami blog, A Soul Made of Paper. She’ll have you caught up in no time.
I especially like giving her blog a shout-out because Hannah is a student of mine. She often comes by my classroom to show me her latest paper creations. I like origami, and I’ve dabbled in it–stuck my toe in the stream, if you will–but Hannah is like a scuba diver in the origami world. She’s loves modular origami, but she’s also great at the artsy curved creations (like origami roses), textures, and tessellations.
If you haven’t clicked over to her blog yet, here are a few more pictures to whet your appetite.
This is my 300th post and I’m feeling all nostalgic. Here are some of the popular threads that have appeared on my blog over the last few years. If you’ve missed them, now’s your chance to check them out:
Posts about the new Microsoft Equation Editor: I’m a huge fan of the new equation editor in Microsoft Office and I’ve posted numerous times about its features, the first one here. I didn’t get it all out of my system and had to say more here. Many people complain that Cambria Math is the only available font, so I pointed you to other math fonts and work-arounds. I’m pretty handy with LaTeX, too, so I did a comparison in this post.
I’ve been meaning to give the back wall of my classroom a makeover for a while. This summer I finally found some time to tackle the big project. I took down all the decorations and posters. I fixed up the wall and painted it a nice tan color. Then, I let loose the randomness!
I struggled with what the new mural would be–I’ve thought about it over the last few years. I considered doing some kind of fractal like the Mandelbrot Set. But it should have been obvious, given the name of my blog!! What you see in the picture above is three two-dimensional random walks in green, blue, and red. In the limiting case, one gets Brownian motion:
Brownian motion of a yellow particle in a gas. (CCL)
I honestly didn’t know what it was going to look like until I did it. I generated it as I went, rolling a die to determine the direction I would go each time. I weighted the left and right directions because of the shape of the wall (1,2=right; 3,4=left; 5=up; 6=down). For more details about the process of making it, here’s a documentary-style youtube video that explains all:
Actually, I lied–it doesn’t tell “all.” If you really want to know more of my thought process and some of the math behind what I did, watch the Extended Edition video which has way more mathematical commentary from me. I’ve also posted the time lapse footage of the individual green, blue, and red. Just for fun, here’s an animated random walk with 25,000 iterations:
A two-dimensional random walk with 25,000 iterations. Click the image for an animated version! (CCL)
I think the mural turned out pretty well! It was scary to be permanently marking my walls, not knowing where each path would take me, or how it would end up looking. At first I thought I would only do ONE random walk. However, the first random walk (in blue) went off the ceiling so I stopped. And then I decided to add two more random walks.
In retrospect, it actually makes complete sense. I teach three different courses (Algebra 2, Precalculus, and Calculus) and I’ve always associated with each of theses courses a “class color”–green, blue, and red, respectively. I use the class color to label their bins, to write their objective and homework on the board, and many other things.
The phrase “Where will mathematics take you?” was also a last-minute addition, if you can believe it. There just happened to be a big space between the blue and red random walks and it was begging for attention.
What a good question for our students. The random walks provide an interesting analogy for the classroom. I’d like to say I’m always organized in my teaching. But some of the richest conversations come from a “random walk” into unexpected territory when interesting questions are raised.
Speaking of interesting questions that are raised, here are a few:
Can you figure out how many iterations occurred after looking at a “finished” random walk? Or perhaps a better question: What’s the probability that there were more than n iterations if we see m line segments in the random walk?
Given probabilities of going in the four cardinal directions, can we predict how wide and how high the random walk will grow after n iterations? Can we provide confidence intervals? (might be nice to share this info with the mural creator!)
After looking at a few random walks, can we detect any bias in a die? How many random walks would want to see in order to confidently claim that a die is biased in favor of “up” or “left”…etc?
Some of the questions are easy, some are hard. If you love this stuff, you might be interested in taking a few courses in Stochastic Processes. Any other questions you can think of?
Where will math take you this coming academic year? Welcome back everyone!
I do. On Sunday, I talked with a friend about an icosahedron for over an hour. Icosahedra, along with other polyhedra, are a wonderfully accessible entry point into math–and not just simple math, but deep math that gets you pretty far into geometry and topology, too! Just see my previous post about Matthew Wright’s guest lecture.)
A regular icosahedron is one of the five regular surfaces (“Platonic Solids”). It has twenty sides, all congruent, equilateral triangles. Here are three icosahedra:
Here’s a question which is easy to ask but hard to answer:
How many ways can you color an icosahedron with one of n colors per face?
If you think the answer is , that’s a good start–there are choices of color for 20 faces, so you just multiply, right?–but that’s not correct. Here we’re talking about an unoriented icosahedron that is free to rotate in space. For example, do the three icosahedra above have the same coloring? It’s hard to tell, right?
Solving this problem requires taking the symmetry of the icosahedron into account. In particular, it requires a result known as Burnside’s Lemma.
For the full solution to this problem, I’ll refer you to my article, authored together with friends Matthew Wright and Brian Bargh, which appears in this month’s issue of MAA’s Math Horizons Magazine here (JSTOR access required).
Students in our International Baccalaureate program here at RM are required to take a core class called Theory of Knowledge (TOK) which is kind of a philosophy class for high school students–or, at least the epistemology piece.
In some schools, this course is taught by math teachers. Here at RM, no math teachers currently teach TOK, which is too bad. So I volunteered to put together a guest lecture on Mathematical Thinking. I’ve tried it out once with a TOK class and I gave the lecture for some of my math teacher colleagues today after school. I plan to give the lecture to more TOK classes this spring.
I thought I’d share it with the MTBoS as well, so here it is. Feel free to read, comment on, or borrow my materials. I think other IB math teachers would especially benefit: