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# TAG: Drop-In Centre

#### Changing the goal of the Numbers game

I conscripted the game Numbers and Letters seven years ago to help promote the Maths Learning Centre and the Writing Centre at university events like O’Week and Open Day. Ever since then, it has always bothered me how free and easy participation in the Letters game is, while the Numbers game is much less so. […]

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#### Context fatigue

Context fatigue is a particular kind of mental exhaustion that happens after having to make sense of multiple different contexts that maths/statistics is embedded in. I feel it regularly, but I feel it most strongly when I have spent a day helping medical students critically analyse the statistics presented in published journal articles.

The problem with maths […]

#### The curse of listening

I am often saying how important it is to listen to students, and that I am fascinated by student thoughts and feelings. When students say I am a good teacher my usual response is to say it’s because I have spent the last eleven years in a situation where I get to listen to lots […]

#### Who is worthy to ask stupid and smart questions?

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 […]

#### Three hours in the MLC Drop-In Centre

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 […]

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#### Problem strings and using the chain rule with functions defined as integrals

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 […]

#### Differentiating exponents: two wrongs make a right

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 […]

#### SQWIGLES: a guide for action and reflection in one-on-one teaching

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 […]

#### Do you get tired of the same topics?

In the Drop-In Centre, the majority of students visit to ask for help learning in a very small number of courses, mostly the first-year ones with “mathematics” in the title. Of course, any student from anywhere in the uni can visit to ask about maths relating to any course, and we do see them from […]

#### Finding errors by asking how your answer is wrong

One of the most common situations we face in the MLC is when a student says, “I’m wrong, but I don’t know why”. They’ve done a fairly long calculation and put their answer into MapleTA, only to get the dreaded red cross, and they have no idea why it’s wrong and how to fix it. […]