## 100 ideas for teaching mathematics (book tip)

4 November , 2011

One of my favorite authors when it comes to books about mathematics, must be Mike Ollerton. We use some of his books as curriculum on our courses within teacher education. For example, we used Inclusive mathematics on one of our master courses in mathematics education.
Mike Ollerton has written several books, and you can find most of them (I guess) on Amazon and other sites.

This book is just what the title says – it contains 100 starters for mathematics classes. They are more or less grouped by topic, although some activities might fit in everywhere. I have just read through this book, and I must say I found several new tips, activities and tasks that I could and will incorporate into my own lectures at the mathematics education department. I wasn’t able to find the solutions to all the activities as I read along, but I did some, and some where also what I would call classics of mathematics.

You must have a very bad imagination if you don’t find many activities to adopt to your classroom in this book! ðŸ™‚

Ollerton’s pedagogical way of thinking is quite clear from seeing these activities. It’s not about givint the students questions and tasks, but rather activities and problems. Some of the ideas Â might not even have a specific answer to be found. The activities are also expanded upon by providing hints for how the teacher could take the ideas even further.

I’d like to mention one little tip that my students liked very much. My students arrive by bus mostly, and there are always one or two buses that arrive late, and some students who have to wait a couple of minutes. I then gave each pair of students five die as they arrived, and instructions to throw them all once. The problem is to make use of the five numbers in order to arrive at 100 in one way or another. They can use plus, minus, division, multiplication andÂ parentheses as they like. There appeared to be something within this activity that made them sit there thinking quite hard. Could all throws result in 100? (Of course not, five ones can not be made into 100). How many hundreds can be made? (Well, with 6 to the power of 5 possibilities I doubt that that is easy to find out). Perhaps if we also included powers…

I highly recommend this book for anyone teaching or learning or being interested in mathematics. You can order it quite cheap from Amazon og Play.com

## A Mathematician’s Lament

5 July , 2011

I finally got around to reading this little book. I had previously enjoyed the PDF that has circulated the Internet and mathematics communities for some years. If you haven’t read that PDF file, you WILL like to do so. However, this post regards the entire book, 140 pages.

The book is mostly a piece of personal opinion regarding how mathematics learning happens, and how mathematics education, teaching and learning is really done these days. I am not reveiling too much if I say Lockheart is extremely critical of how schools present and teach mathematics to the children today. (The book was first published in 2009).

Picture from Amazon.com (Click to go to the books Amazon page)

He starts off the book comparing mathematics instruction with a nightmare, like if a musician goes to school, learns notes and partitures, and hardly ever gets to compose or play an instrument. He then goes on to show a simple example with a triangle inside a rectangle where a student is supposed to say something – anything! – about the areas of the figure inscribed in the other. Â (Have a look at the GeoGebra files onÂ http://mattegreier.blogspot.com/2009/10/areal-og-omkrets.htmlÂ if you want to see this more clearly. Look for the triangle between two parallell lines and you will hopefully see what I mean). The point of the example is to make an argument about how big the triangle is in relation to the rectangle, and maybe bring forward a formula for computing the area of the triangle. (“Dissect it! Try many things! Try every way!”)

I love the way parts of the book are constructed as a dialogue between Simplicio and Salviati, it’s the first time I encountered this notion. We find the following explanation on Wikipedia, where Galileo Galieleis book, TheÂ Dialogue Concerning the Two Chief World Systems is covered:

• Salviati argues for the Copernican position and presents some of Galileo’s views directly, calling him the “Academician” in honor of Galileo’s membership in theÂ Accademia dei Lincei. He is named after Galileo’s friendÂ Filippo SalviatiÂ (1582â€“1614).
• Sagredo is an intelligent layman who is initially neutral. He is named after Galileo’s friendÂ Giovanni Francesco SagredoÂ (1571â€“1620).
• Simplicio, a dedicated follower ofÂ PtolemyÂ andÂ Aristotle, presents the traditional views and the arguments against the Copernican position. He is supposedly named afterÂ Simplicius of Cilicia, a sixth-century commentator on Aristotle, but it was suspected the name was a double entendre, as the Italian for “simple” (as in “simple minded”) is “semplice”.[7]Â Simplicio is modeled on two contemporary conservative philosophers,Â Ludovico delle ColombeÂ (1565-1616?), Galileo’s fiercest detractor, andÂ Cesare CremoniniÂ (1550â€“1631), a Paduan colleague who had refused to look through the telescope.[8]Â Colombe was the leader of a group of Florentine opponents of Galileo’s, which some of the latter’s friends referred to as “the pigeon league”.[9]

(Sagredo does not enter Lockheart’s book, though.) The point is, Simplicio defends the traditional world view with a flat earth, whilst Salviati defends the heliocentric world view that Galilei proposes. The comparison to views about schooling is apparent and good fun. I like the part where Salviati replies that he doesn’t think the society benefits much from a lot of people walking around with vague memories of something about b square and the square root of minus 4ac or something like that. I remember myself how much – VERY much – time was spent trying to understand, use and remember the formula for solution to a square equation. I don’t think now that I understood it very well back then, and I can also tell from my students starting their teacher education that this formula only sticks for so long – unless you spent more time on building arguments and proofs for it, than you did inserting numbers into a,b and c. And when were you gonna use it anyway? Well, never, of course, even if the books meant to fool you into thinking the reasong for learning it was because you could use it to determine where a cannon ball hits the ground.

There’s one very important point that always comes up in discussions like this:

Simplicio: But we don’t have time for every student to invent mathematics for themselves! (…)

Of course, nobody has ever meant the children should INVENT ALL mathematics. It took mankind hundreds of years, for crying out loud. I know that a lot of researcher claims that ALL mathematics COULD be taught by starting with a phenomenon and then doing investigations. And they are probably right. But what is meant is that maybe not all mathematics in the present curriculum is necessary to carry about as mental baggage the rest of our lives. REMEMBERING a formula you never will use does seem completely irrelevant to me. Working with it to understand it, making up notation as needed, comparing things to established practices, discussing how to solve problemes, that is another thing.

Most of us don’t need the cosine rule, but if you venture into mathematics it will be necessary to understand it. (And you can, just take a look at the Proof without words series (Roger B. Nelsen)). Â But why learn it if not to develop your thinking in the process of coming to understand it? For the hell of it, I can’t even think of a sound reason or a good context to use simple things as the Pythagorean theorem or the area of a triangle. Â Making a corner on a football field, with a rope at a triangular shape, with three knots one side, four on the second and five on the third? When did you see anyone do that? If you really need 90 degrees, it is not accurate enough, if you don’t need it accurate, just make something that is almost accurate! But don’t forget to let your pupils play around with the IDEA of why this rope would make a triangle with one right angle. And in theory, the right angle will be perfect.

I remember in my first year of teaching, when we started on the triangle area formula. I argued that this was a smart thing to learn and understand, because you never know – one day you might need to calculate the area of a …errr… triangle garden in order to buy enough grass seeds!

Who was I fooling? Mostly myself I guess. And the poor kids, too.

Anyway, READ this book. You and your pupils will benefit from it. Maybe you won’t change the world, but perhaps you can change a little bit of yourself. And then another bit…and another. And perhaps, in the end, one of your pupils will have a different view on mathematics than kids in schools today have.

(written by Keith Devlin, who also wrote the foreword to the book).

## The problem with PowerPoint

19 August , 2009

From BBC News (shouldn’t this be rather old news?) comes a nice look into the 25th anniversary of PowerPoint.

The semester just started, and soon the freshmen and later-hopefully-to-be teachers are pouring in by the hundreds. Sitting on the lawn, knocking on our office door, asking good and dumb questions (they are human beings, almost like us!) and equipped with volleyballs and beer cans. Ready to take on the world.

These students are approx. 19 yrs old. They are to become teachers in four yrs time. They haven’t lived a day of their lives without PowerPoint existing in their world. And still we find teachers trying to pretend the whole PowerPoint thing never really caught on. (Hard to argue with the number of presentations held every minute…)

Personally, as a mathematics lecturer, I tend to appreciate that linear thinking is reeeeeeeeeeeally not the way stuff happens inside our brains. Textbooks and teachers try to persuade us to think this is the way mathematics came about. Not so. Hence, I have gotten into the habbit of having a slide no.1 stating just that “Where do we go from here”, equipped with a mindmap or something similar.

So Happy Birthday PowerPoint. May you NOT try to change our thinking in linear, often bad, ways, but rather help us convey ideas in meaningful and creative ways.

## Slowmile

6 January , 2009

Today a post with no relation to science or software! I will (and must) start by saying I don’t know bricks about art. But I like art (come to think of the scene in Monty Python where the pope wants a picture with only ONE Christ in it!). I also like travelling. And I AM a teacher, even though it may not feel like it from time to time.

There’s a concept I am very fond of, namely sloooooow time. In the Norwegian book “Ã˜yeblikkets tyranni” (perhaps it can translate into “the tyranny of the moment”?) by sociologist Thomas Hylland Eriksen, it is claimed that we have plenty of time – just not enough of the slooooow time. He really nailed it there.

So here I am, not knowing one piece of art from the other, but this blog from my classmate Bodil and some colleagues of her, looks just the right amount of sloooooow. The tagline is

SLOW MILE organizes events with the aim to bring together teaching of art practice and creativity with slow travelling.

Go have a look at http://slowmile.wordpress.com/

Unfortunately I don’t have any art from Bodil to show you here (did you read that, Bodil?), so check out their blog.