One of my colleagues at work has a son in 6th grade. She’s trying to figure out which math class to put him in for 7th grade. Working backward, we know that “normal” kids take Algebra I in 9th grade, the smarter kids take Algebra I in 8th grade, and the smartest kids take Algebra I in 7th grade. Placement depends on how a kid scores on the math placement test. My co-worker’s concern is if her kid gets a top score on the placement test and he’s eligible to take Algebra I in 7th grade, does she want him to do that, or to wait till 8th grade? If he takes Algebra I in 7th grade, that would mean he’d be taking the hardest math classes all through high school. Would it be better from a college admission standpoint to take easier classes and get all A’s, or take… Read more →
EppsNet Archive: Math
We’re Still Smarter Than You Are
Teens from Asian nations dominated a global exam given to 15-year-olds, while U.S. students showed little improvement and failed to reach the top 20 in math, science or reading, according to test results released Tuesday. — Why Asian teens do better on tests than US teens – CSMonitor.com Why am I not shocked by that? Because Americans on the whole are dumb and lazy. We have lots of dumb, lazy parents raising dumb, lazy kids. The average American kid doesn’t compare well academically to the average kid in an Asian country where academics and hard work are valued, or to the average kid from a small, homogenous European country where it’s easier to get everyone pulling in the same educational direction. The U.S. is a big, diverse country and the average academic results are pulled down by a lot of dummkopfs. But still, the smartest people in the world are… Read more →
Fast Work
A junior high school math teacher posted this on Facebook: That makes perfect sense to me. Work gets done a lot faster if the results don’t have to be correct. Thus spoke The Programmer. Read more →
Screw Economics
One of the classes I’m taking on Coursera is Principles of Economics for Scientists, taught by Prof. Antonio Rangel at Cal Tech. First of all, it’s a great class. Rangel has a real passion for the material and he’s provided extra resources to accomodate online students, many of whom probably don’t have the math background of the average Cal Tech student. He’s from Madrid, so his pronunciations and mannerisms are different, like the gesture below, which I captured from one of the video lectures. He was explaining how something or other would increase our understanding of economics and he punctuated the word “understanding” by pointing at his head with two fingers. I don’t know what this gesture means in Spain, or if it means anything at all. Probably he knows what it means in America, but as I said, he’s passionate about the material and I think he loses himself… Read more →
“Keep it Simple,” Nobel Prize Winner Advises
I soon was taught that [Linus] Pauling’s accomplishment was a product of common sense, not the result of complicated mathematical reasoning. Equations occasionally crept into his argument, but in most cases words would have sufficed. The key to Linus’ success was his reliance on the simple laws of structural chemistry. The -helix had not been found by only staring at X-ray pictures; the essential trick, instead, was to ask which atoms like to sit next to each other. In place of pencil and paper, the main working tools were a set of molecular models superficially resembling the toys of preschool children. We could thus see no reason why we should not solve DNA in the same way. All we had to do was to construct a set of molecular models and begin to play — with luck, the structure would be a helix. Any other type of configuration would be… Read more →
Tips for Test Takers
My son has a math test today. He was up till 3 a.m. studying for it. In my experience, a positive mindset is essential to successful test-taking, so on the drive to school, I give him a piece of advice. “Walk into the classroom,” I say, “look at the teacher and lay down a challenge, like ‘Let’s do it.’” “It’s not her test,” the boy says. “What does that mean?” “It means every class takes the same test — Schneider, D’Antonio . . .” “THAT DOESN’T MATTER,” I say. “The important thing is to lay down the challenge. ‘Stop bitin’ on my styles.’ Granted, that one doesn’t make any sense, but it gives you the positive mental framework that you need for mathematical success.” Read more →
Things I Love to Do on a Hot Summer Evening
My son’s going into 11th grade next week. He’s got a couple of honors classes, a couple of AP classes, Spanish 3 and a music class. It looks like a very tough schedule to me — he’s also got college entrance exams this year — but that’s where his academic history has brought him and he says he wants to do it. One thing I didn’t know about AP classes is that they start giving kids assignments during summer vacation. He’s working on ’em right now! He asked me for a little help on the physics assignment so I get to do two things I love to do on a hot summer evening: sip premium tequila on ice with a lime, and solve problems like this: A kangaroo jumps to a vertical height of 2.7m. How long is it in the air before returning to Earth? Oh I’m in heaven! Read more →
Americans are Mathematically Illiterate
If anyone ever told you there’s no reason to learn math in school, they are absolutely right! Americans are so mathematically illiterate that you’re better off learning to speak Klingon if you want anyone to understand you. I wish I had a dollar for every time I’ve walked through a mathematical demonstration of some concept and gotten back a reply like “Well I don’t see any reason why . . .” or “Let’s have a meeting to discuss that.” God, it’s painful. If you’re still in school, don’t bother learning any more math than you absolutely have to. It’ll just come back to haunt you. Read more →
Homework Follies
My son just came downstairs for a visit . . . “‘What’s due tomorrow?’” he says in his Dopey Dad voice. Then back in his normal voice: “Math and Spanish. (Dopey Dad voice) ‘Are they done yet?’ (Normal voice) Spanish is done. I still have a little bit of math. (Dopey Dad voice) ‘Do you need me to check anything?’ (Normal voice) No.” Now he’s waiting for a reaction from me, which he’s not going to get. “I just did your job for you,” he says. “Thanks!” Read more →
Dinner Conversation
“The boy I started tutoring in algebra a couple weeks ago,” I say, “his mom told me he got a C on his last test.” “You’re fired,” my son says. My wife stares at me in disbelief for a few seconds. Finally she says, “That’s not your fault. You can only do so much in one hour a week.” “Actually,” I say, “she thought that was great. It all depends on your expectations.” Read more →
Mrs. Bryant Throws the Gyroball
My son’s having some trouble with 8th grade Algebra. When I work with him on it, I can see that he knows the material and he can do the calculations . . . his biggest problem is a fatalistic, let’s-get-it-over-with, I’m-no-good-at-math attitude, which leads to careless errors, and frustration if his first approach to a problem doesn’t work. I encourage him to take a more positive attitude, to go into the next test saying positive things to himself, like “I know this material” and “I can handle these questions.” “But I don’t know it,” he says. “Mrs. Bryant [his math teacher] throws the gyroball every pitch! And sometimes she hits me with it!” What we have here is a classic self-fulfilling prophecy . . . Read more →
The Geometry of Politics
On the heels of my kid’s discovery that his tour group will not be break dancing their way across our nation’s capital, comes another disappointment — his tyrannical math teacher has been added to the list of chaperones. “She’ll probably say, ‘Oh, Casey, I’m glad you’re here. Why don’t you calculate the volume of the White House?’” Read more →
Homework Follies
“This is racist,” my son says. I look over to see what he’s talking about. He’s sitting on the sofa doing math homework. “What’s racist?” I ask. “The math book?” “Yeah. They have answers in the back for problem 9 and problem 13, but not problem 11. Because I’m a Mexican.” “You’re a Mexican?!” “I’m a mixed kid,” he corrects me. His mom is Asian. “You think the white kids’ book has the answer to number 11?” “Yup. The Asian kids’ book has got all the answers.” “Dude, check this out. Jackson collected s seashells. Petra and Tyrone collected 13 less than twice s. Now here’s the stupid part: I have to figure out how many seashells each person collected! COME ON! And the racist book doesn’t have the answers!” I say, “Jackson’s pretty lame if a girl collected more than he did.” “He’s pathetic!” Read more →
A Lesson in Procrastination
My son’s supposed to be finishing up his first 8th grade assignment — a math collage for his Algebra class — but instead he’s bouncing a basketball around the house. “Finsh the assignment!” my wife says. “No more procrastinating!” “I’m not PRO-CRAS-TI-NA-TING!” the boy yells, punctuating each syllable by slamming the ball on the floor. “You are procrastinating,” I say. “Stay out of it,” my wife says. “You see how long it took him just to say ‘procrastinating’? That’s procrastinating.” Read more →
Homework Follies
My son asks for help with a homework problem in math. The main point of contention with math homework is that when he asks for help, he’d like me to just do the problem for him, while I prefer to try and steer his thinking in the right direction, even though it takes a lot longer. “This is like the problem you helped me with last night,” he says. “Let’s try not to have a one-hour conversation about it this time.” Read more →
Homework Follies
“How did you multiply this times 2.5 and get this?” I ask. He looks at the problem for a while. “I multiplied it a different way,” he says. ME: Shouldn’t this answer be 41 instead of 71? HIM: No, Alex. ME: Why are you calling me Alex? HIM: What is “no”? He’s reading a word problem aloud: “Maggie was traveling with her family on the Oregon Trail. The first day, they traveled 11 miles, the second day they traveled 9 miles, and the third day they traveled 14 miles.” Pause. “Now that was a good story!” Read more →