Applied Abstractions

My thoughts on teaching mathematics, using technology to teach, and finding ways to become better at both, with explorations into the education research literature. All thoughts my own, and not a reflection of any employer.

From RSS feeds: U of All People gets into MOOC madness (essay)

Get link
Facebook
Twitter
Pinterest
Email
Other Apps

November 20, 2012

Thought this looked interesting.

U of All People gets into MOOC madness (essay)

by David Galef

on November 20, 2012 at 03:00AM

from RSS

Get link
Facebook
Twitter
Pinterest
Email
Other Apps

Comments

Chat GPT, Stats, and Math: What are we going to do?

December 29, 2022

Along with everyone else freaking out about Chat GPT ( John Dickerson did a nice segment on CBS ) I thought I might test it out with a few basic questions from classes I teach. This year my focus is on introduction to statistics, so I thought I would start by asking it a few open-ended and computational questions.

Building Thinking Classrooms: Planning for Winter 2024

December 20, 2023

I am hosting a professional learning community for my state-level organization (SBCTC) and am sharing some thoughts on how I am planning my next term, using the Building Thinking Classrooms ( BTC ) framework. Below is the post I made on December 20th 2023 to our internal discussion forum. If you have thoughts, questions, or ideas about the BTC framework, post it below! ------------------------------ I am teaching MATH 104 Finite Mathematics with Support next term, and want to weave thinking questions throughout the course . This corequisite support course allows students can enter the course with below college level placement, and earn college credit in one term instead of two. These students are majoring in business, accounting, or other programs, eventually need to take MATH&148 Business Calculus. The course covers linear equations, systems of linear equations, linear programming, the Simplex method, functions (polynomial, rational, exponential, logarithmic), financial math, a

Culinary Math and Visual Mnemonics

September 26, 2014

For the upcoming fall term I've been contracted to teach a culinary math class at a local culinary school. The course deals primarily with units of measure, yields, and recipe costing. Doing my own research into the course content I found an excellent resource in Culinary Math , by Linda Blocker and Julia Hill. Overall it is an excellent introduction into the mathematical topics that are important to cooks and chefs, and the terminology they've developed around them. One aspect of the book that I really enjoyed is its use of visual mnemonics . The first one they use is this one to show the relationship between cups, pints, quarts, and gallons: Within each 'P' there are two 'C's, indicating that there are two cups in every pint, and so on; two pints to a quart, four quarts to a gallon, etc. This has a really nice recursive relationship as well, within each 'Q' there are four 'C's, meaning there are four cups in a quart. The design of it is