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This week I’ve been running the tutorials for the core first year Health Sciences course. The tutorial is a very light intro into how data is part of communication of health science research, and one of the activities involves the students arranging a set of data cards to investigate relationships between variables. Something happened today that I hadn’t observed before and I need to talk about it.

The students had been going for a little while on the activity, and I walked over to one group just as they were pulling apart some groupings of cards. I asked them what they were doing and they said “We’re starting again because the one we did didn’t work.”

“What do you mean it didn’t work?” I asked.

”We we’re looking at hat wearing and happiness and we didn’t see anything,” they replied.

I was momentarily shocked as the implication on this began to dawn. These students had made a picture that showed there was no relationship, and decided to take it apart because it didn’t work. That is, in their minds, it only works if there is a relationship!

I said to them I’d love to have them put their picture back, because it’s still good to show there isn’t a relationship. (They didn’t, which made me sad.)

I wonder if they had come to this conclusion just because of their natural thinking, or because their past experience was that if a teacher asks them to look at data then there is always a relationship. Either way it’s a bit of a dangerous thing to set up because we are in a bit of a crisis in medical publishing where only positive results get published.

Perhaps we need to give students more examples of data working effectively to argue a lack of relationship.

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This week I provided games and puzzles at a welcome lunch for new students in the Mathematical Sciences degree programs. I had big logic puzzles and maths toys and also a list of some of my eight most favourite puzzles on tables with paper tablecloths to write on.

One of the puzzles is the Seven Sticks puzzle, which I invented:

Seven Sticks
I have seven sticks, all different lengths, all a whole number of centimetres long. I can tell the longest one is less than 30 cm long, because it’s shorter than a piece of paper, but other than that I have no way of measuring them.
Whenever I pick three sticks from the pile, I find that I can’t ever make a triangle with them.
How long is the shortest stick?

I sat down at one of the tables and I could see the students there were working on the Seven Sticks, so I asked them to explain what they had done. (WARNING! I will need to talk about their approach to the problem, so SPOILER ALERT!)

They told me about their reasoning concerning lengths that don’t form triangles, and what that will mean if you put the sticks in a list in order of size. They had used this reasoning to write out a couple of lists of sticks on the tablecloth which showed that a certain length of shortest stick was possible but that a longer shorter stick wasn’t possible. And so they knew how long the shortest stick actually was.

Only they said to me they hadn’t done it right.

I was surprised. “What?” I said. “All of your reasoning was correct and completely logical and you explained it all very clearly. Why don’t you think you’ve done it right?”

Their response was that what they had done wasn’t maths. They pointed across the table to what some other students were doing, which had all sorts of scribbling with calculations and algebra, and said, “See? That’s maths there and we didn’t do any of that.”

I told them that actually what they did was exactly what maths is — reasoning things out using the information you have and being able to be sure of your method and your answer. Just because there’s no symbols, it doesn’t mean it’s not maths.

Only later did I realise the implication of what had happened: these students are coming into a maths degree, which means they have done the highest level of maths at school, and they perceived that something was only maths if it had symbols in it. A plain ordinary logical argument wasn’t maths to them. And a scribbling of symbols was better than a logical argument, even if it didn’t actually produce a solution.

This made me really sad.

I wonder what sort of experiences they had that led them to this belief. I wonder what sort of experiences they missed out on that led them to this belief. I wonder how many other students have the same belief and I will never know. I wonder how I can help all the new students to see more in maths than calculations and symbol manipulation, and allow themselves to be proud of their work when they do it another way.

Posted in One Hundred Factorial, Thoughts about maths thinking | Tagged ,
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A lot of people introduce the derivative at a point as the slope of the tangent at that point, which to me is quite confusing. It seems to me that the reason we want the derivative is that it is a measure of the slope of our actual function at that point, not the slope of a completely different thing. To me, the thing is that the function itself is pretty much straight if we are close enough to it, so when we’re looking really close, saying it has a slope at this point is a meaningful thing to say.

For years I got at this idea by drawing a little magnifying glass on my function, and a big version nearby to show what you could see through the magnifying glass. But last year I decided to get technology to help me do this dynamically and I made a Desmos graph with a zooming view window that will show you the view on a tiny circle around a point on a curve. (Some of the bells and whistles here were provided with a little help from Andrew Knauft.)

Here’s what the graph looks like, and a link to the graph so you can play with it yourself: https://www.desmos.com/calculator/pa1cudpc07

I’ve used this to help students see that the curve itself really does look straight when you’re very close, and so treating it like it is straight there and saying it has a slope is a reasonable thing to do. Students are usually most impressed and love to play with it. It’s also interesting to put in a function with a kink in it like  |x2-1| to show that the kink never goes away no matter how closely you view the function, so having a single slope there isn’t really reasonable.

Every time I’ve had to search my own twitter account to find the tweet where I shared it, and I couldn’t keep doing that, so here it is in a quick blog post for posterity.

Posted in Isn't maths cool?, Thoughts about maths thinking | Tagged ,
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I created the Number Dress-Up Party puzzle way back in 2017 and every so often I stumble across it again when searching Twitter for other stuff. When I stumbled across it today, I decided it was time to write it up in a blog post.
The puzzle goes like this:
The Number Dress-Up Party
All the numbers have […]

Posted in One Hundred Factorial, Thoughts about maths thinking | Tagged ,
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This post was going to be part of the Virtual Conference of Mathematical Flavours, which you can see all the keynote speakers and presentations here: https://samjshah.com/mathematical-flavors-convention-center/. The prompt for all the blog posts that are part of this conference is this: “How does your class move the needle on what your kids think about the doing of math, or what counts as […]

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Since 2013, the MLC and Writing Centre have been doing a game called Letters and Numbers at Orientation Weeks and Open Days to create interaction with people. I tweeted a photo of one of our sessions during Open Day yesterday and it has attracted a lot of attention, so I thought I might record some […]

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On the 23rd of July 2008, I started my first day as coordinator of the Maths Learning Centre at the University of Adelaide. Today is the 23rd of July 2018 — the ten year anniversary of that first day. (Well, it was the 23rd of July when I started writing this post!)
So much has happened in […]

Posted in Being a good teacher, How people learn (or don't), Isn't maths cool?, Other MLC stuff | Tagged , ,
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I think this will be my last post about Twitter Math Camp (TMC), getting in just before the TMC18 officially starts (though a lot of people are already there tweeting their TMC-eve adventures even as I write).
TMC is a truly remarkable conference, as I have described before, both in 2016 when I wasn’t there, and […]

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Here is another blog post in my series of only-a-year-late posts about Twitter Math Camp 2017 (TMC17). In this one I want to talk about the Crochet Coral workshops Megan and I did, but I don’t want to actually talk about the crochet coral. Instead I want to talk about the quietness.
TMC was a wild wild […]

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A year ago, I went to Twitter Math Camp (TMC) and it was a wonderful experience. TMC is a great conference full of all sorts of opportunities for maths teachers to learn from each other in many ways. The one way I like the best out of all the possibilities is “My Favourite”.
My Favourite is […]

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