Teaching

2017 — Year in Review

Although we are well on our way into 2018 (a semiprime year!), I wanted to take a moment to reflect on a busy 2017, one that included our last Pythagorean Triple day for a while.

One of the biggest events for me this year was the launch of my column for Quanta Magazine. In Quantized Academy I write about the fundamental mathematical ideas that underlie Quanta’s stories on cutting edge science and research. This past year I’ve published columns on symmetry and group theory, gerrymandering, and pentagonal tilings, and some of my pieces have also appeared at Wired. It’s been a great experience (and challenge!) so far, and I’m looking forward to seeing where it goes in 2018.

I also continue to contribute to the NYT Learning Network (like this piece on gerrymandering) and have kept up the tradition of writing about the New York State Math Regents exams in 2017, which included one of the worst Geometry tests I’ve ever seen.

I also read a lot of books this past year, in an attempt to find healthier ways to spend my time, and I posted a list of some of the most interesting things I read in 2017. And thanks to a terrific mini-course on data representation with Mona Chalabi, I was inspired to create this Year in Math graphic.

I’ve continued to work to integrate mathematics and computer science in my classroom. This school year I’ve begun piloting a Mathematical Computing course, which is in part based on the work I’ve been doing in Scratch the past few years. I’ve presented about this work at Math for America, the NCTM Annual Meeting, and I’ve been featured by the Scratch Ed community. I plan on continuing to promote new work this year at similar venues.

I had another busy year speaking about mathematics, teaching, and technology. In addition to presenting at conferences like the NCTM Annual Meeting, I delivered the opening keynote at the inaugural MfA Summer Think conference, spoke at a STEM Grand Challenges event hosted by 100kin10, and participated in a panel discussion at the Global Math Week Symposium. I also designed and ran an interactive exhibit at the 2017 World Science Festival. Perhaps my biggest speaking honor this past year was keynoting Math for America’s annual Fall Function, where Giselle George-Gilkes and I spoke to 1,600 teachers and guests about the impact MfA has had on our careers. I already have a lot planned for 2018, but those with speaking inquiries can contact me here.

As always, I’m thankful to be able to reflect on a fulfilling professional year, and I look forward to another good one in 2018.

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By MrHonner, ago

MfA Workshop — Stats and Sims in Scratch

Tonight I’ll be running a workshop, “Stats and Sims in Scratch”, for teachers at Math for America. In this workshop we will develop basic computational tools for exploring elementary and advanced problems in probability, and implement and apply statistical procedures via programming.

This workshop is a product of my ongoing efforts to integrate mathematics and computer science in my classrooms. The study of probability creates natural opportunities to bring in tools from computer science, which create alternate pathways to understanding concepts in probability through generating, managing, and analyzing data.

I will also be presenting on this topic at the NCTM Annual Meeting in Washington, DC in April of this year. Feel free to contact me for more information about this particular workshop or my other work with mathematics and Scratch.

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By MrHonner, ago

“Well, No One’s Complained”

As I walk the halls during testing week I always peek into classrooms to make sure the lights are on. Far too often I’ve encountered teachers who leave the lights off while students are taking exams. I’m really not sure why; maybe their resentment at having to proctor an exam leads them to prioritize their own comfort over that of the students?

When I see that the lights are off, I’ll step in, flip all the lights on, make eye contact with the proctor, and loudly say “The lights need to be on during testing”. Most of the time the proctor quickly averts their eyes, knowing they were in the wrong and embarrassed they’ve been called out. But one time a teacher, seemingly offended, responded “Well, no one’s complained.” I’ve heard a similar defense from teachers flouting school-wide homework and testing policies: “I give tests on whatever day I want. The students don’t complain. It’s fine.”

But there are lots of reasons a student might not complain when a teacher doesn’t follow the rules. A student may not want to publicly confess to poor eyesight in demanding that a teacher turn the lights on; a student who already has two tests on Friday may not want to risk upsetting classmates who would be happy if the teacher breaks the rules and gives them a quiz that day; a student may not want to risk possible retribution from a teacher by pointing out they aren’t following school policy when it comes to assigning homework.

Students exist on the wrong side of a perpetual imbalance of power in the classroom. Challenging authority is especially difficult under such circumstances, and in cases like this, students shouldn’t have to. We adopt rules and policies to protect student interests precisely because we know that young students aren’t always able to advocate for themselves. It shouldn’t be a student’s responsibility to make sure teachers follow the rules. It’s our responsibility, and our job, to follow them, even if we think no one will complain if we don’t.

By MrHonner, ago

Keynote: Making Our Mark

In November, I was honored to deliver the teacher keynote at Math for America’s annual Fall Function. Together with Giselle George-Gilkes, we spoke to over 1,600 teachers and guests about the many ways MfA has impacted us and our careers.

I’ve been a Math for America Master Teacher for the past 12 years, and it’s difficult to communicate the breadth and depth of the impact the organization and its community of 1,000 math and science teachers has had on me. I’ve had unique opportunities to learn, lead, and build relationships within New York City and across the country, all in the service of becoming a better teacher and leader.

Here is an excerpt from my speech:

I’ve dedicated myself to both leading and learning as a math teacher. And this community helps prepare me for those challenges every step of the way. This community makes me feel like a professional. A difference maker. And it makes me feel like I always have more to offer, both in and out of the classroom.

You can watch the video of the keynote at MfA’s YouTube page:

And you can find edited version of our speech, “Making Our Mark”, at MfA’s Teacher Voices blog.

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By MrHonner, ago

Math at the Deli Counter

The deli counter at the grocery store sometimes offers a poignant glimpse into how the public engages with mathematics.

Whenever I order a fractional quantity of meat or cheese, I prepare myself to manage confusion. When a blank stare lingers at “three-quarters of a pound of ham”, I’ll follow up with “point seven five”. I’ve heard “One-third… What is that?” more than a few times. And a deli employee once asked me if I wanted my two-thirds of a pound of cheese in two bags. Usually my deli experiences go smoothly, but there are some employees with whom I know to skip fractions and immediately go to decimals.

None of this bothers me; if anything, it reminds me that fractions really are one of the first walls people hit when learning mathematics. And it increases my empathy for those who obviously weren’t helped enough when they first hit that wall, and still struggle to get over it as adults.

I’ve also witnessed math-shaming in this situation. “Yes. Point seven five. Three-quarters is 0.75. You don’t know what three-quarters is?” As rude as this behavior is, I can’t help but sympathize a little with the shamers themselves: what mathematical experiences have they had that makes them feel the need to use math to belittle others? Sadly, I think I know at least part of the answer to that question.

It’s important for those who of us who see math as a source of pleasure and power to remember that, for many, it can be a source of confusion and, sometimes, shame.

By MrHonner, ago
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