Anything about what I should be doing as a teacher next time I interact with a student or make a resource for students.

I met with some lovely Electrical and Electronic Engineering lecturers yesterday about their various courses and how I can help their students with the maths involved. And of course complex numbers came up, because they do come up in electronics. (I have not the slightest clue how they come up, but I am aware that […]

Last week, I had one of those days in the MLC Drop-In Centre where I was hyper-aware of what I was doing as I was talking with students and by the end I was overwhelmed by the sheer volume of things I had thought about. I decided that today I might attempt to process (or […]

Posted in Being a good teacher, How people learn (or don't)
Tagged Drop-In Centre, teaching methods

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Yesterday I talked about one of the common responses to people finding out I am a mathematician/maths teacher, that of saying, “I’m not a maths person.” The other common response I get is, “I don’t have a maths brain.” (John Rowe mentioned this in his comment on the previous post.)

This is how I reacted last […]

I am a mathematician and a maths teacher. Therefore it is an occupational hazard that any random person who finds out what my job is will respond with “I’m not a maths person.” The most frustrating people are my own students who I am trying to tell that my actual job is to help them […]

Posted in Being a good teacher, Thoughts about maths thinking
Tagged identity, maths, my life

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15 Comments

In Maths 1A here at the University of Adelaide, they learn the following theorem (this is taken from the lecture notes written by the School of Maths here):

It says that, given a function of x defined as the integral of an original function from a constant to x, when you differentiate it you get the […]

I was talking to a student about his calculus last week. He was trying to differentiate xx. (Actually he was trying to differentiate x ln(x) and had decided the best place to start was to raise e to the power of it, thus producing xx.) At first he tried this:

I asked him what he thought […]

It’s university holidays again (aka “non-lecture time”), which means I’m back on the blog trying to process everything that’s happened this term. Mostly this has been me spending time with students in the Drop-In Centre, since I made a commitment to do more of what I love, which is spending time with students in the […]

Every so often, someone brings up the thing with tau (τ) versus pi (π) as the fundamental circle constant. In general I find the discussion wearisome because it usually focuses on telling people they are stupid or wrong for choosing to use one constant or the other. There are more productive uses of your time, […]

Converses

In maths, or at least university maths, there are a lot of statements that go like this: “If …., then …” or “Every …, has ….” or “Every …, is …”. For example, “Every rectangle has opposite sides parallel”, “If two numbers are even, then their sum is even”, “Every subspace contains the zero vector”, […]

Posted in Being a good teacher, Thoughts about maths thinking
Tagged books, maths language

1 Comment

1 Comment

This post is about my response to TMC16.

For the uninitiated, TMC is short for Twitter Math Camp. This is a conference designed by teachers for teachers with teacher speakers, organised through the collective efforts of the Math Twitter Blog-o-Sphere (MTBoS) — a group of people who blog and tweet about their experiences teaching math(s). That […]