## A Puzzle Equivalent to Factoring a Quadratic

In response to The Number Warrior’s post, I would like to propose an alternative, since the choice to do the sum or product inheres more to the nodes than the connections.  In the following, the style of line tells you what to do with the numbers from the lines coming into the node:

• solid black = multiply the incoming numbers (so that the node is the product)
• dashed red = add the incoming numbers (so that the node is the sum)

A puzzle equivalent to factoring a quadratic

factorpuzzle (PDF)

N.B.: I did this more as an exercise in using Asymptote (and its flowchart package) than to make any real contribution.  For the interested, here is the source code:

size(6cm,0);
import flowchart;
// for lines coming into a node, solid lines mean multiply, dashed lines mean add

int a = 6;
int b = 17;
int c = 12;

real step = .2;
real radius = 18;
pen number = blue+linewidth(2)+fontsize(20pt)+Palatino();
pen sum = red+linetype("2 2")+linewidth(2);
pen product = black+linewidth(2);
pen connection = black+linewidth(2);

add(new void(picture pic, transform t) {
draw(pic,path(new pair[]{d1.right(t),A.left(t)}),MidArrow);
draw(pic,path(new pair[]{d2.left(t),A.right(t)}),MidArrow);
draw(pic,path(new pair[]{e2.right(t),C.left(t)}),MidArrow);
draw(pic,path(new pair[]{e1.left(t),C.right(t)}),MidArrow);
draw(pic,path(new pair[]{cross12.right(t),B.left(t)}),MidArrow);
draw(pic,path(new pair[]{cross21.left(t),B.right(t)}),MidArrow);
draw(pic,path(new pair[]{d1.bottom(t),cross12.top(t)}),MidArrow);
draw(pic,path(new pair[]{e2.top(t),cross12.bottom(t)}),MidArrow);
draw(pic,path(new pair[]{d2.bottom(t),cross21.top(t)}),MidArrow);
draw(pic,path(new pair[]{e1.top(t),cross21.bottom(t)}),MidArrow);
});

draw(A);
draw(B);
draw(C);
draw(d1);
draw(d2);
draw(e1);
draw(e2);
draw(cross12);
draw(cross21);

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## Geometric Algebra

Another teacher and I have been exploring Geometric Algebra in application to geometry and physics together on most weekends using the online collaboration suite Elluminate (through LearnCentral, which allows one up to three collaborators for free).  I love David Hestenes’ Oersted Medal Lecture, but it was a bit deep for someone not steeped in the culture of physics.  So, I was delighted when I found a series of more introductory lectures by Chris Doran and Anthony Lasenby.  Occasionally they get into deep physics, but the bulk of the treatment is easy to follow for the mathematician, and I enjoy their style of content presentation.

Using the tools of geometric algebra I was able to prove (easily) a theorem that I have never before seen in physics.  Concerning a constantly accelerating model

$\begin{array}{rcl} a &=& \text{constant} \\ v &=& v_0 + a t \\ x &=& x_0 + v_0 t + \frac{1}{2} a t^2 \end{array}$

one can (and usually does) prove the following intermediate steps

$\begin{array}{rcl} v-v_0 &=& a t \\ v+v_0 &=& \frac{2}{t}(x-x_0) \end{array}$

on the way to proving

$v^2-v_0^2 = 2 a\cdot(x-x_0)$

but, by taking the wedge product instead of the dot product, one gets

$v\wedge v_0=a\wedge(x-x_0).$

In other words, the parallelogram formed by final and initial velocity has the same area as the parallelogram formed by acceleration and displacement. Not only this, but on the way to proving it, one finds that $(x-x_0)=\frac{v+v_0}{2}t$, so that the displacement lies in the same direction as the average velocity, which we proved intermediately. It makes for a great GeoGebra applet, but I can’t embed it with WordPress. It’s also the quickest way to prove (also using the first relation that $v^2=v_0^2$) that range is $\frac{v_0^2\sin(2\theta_0)}{|a|}$.

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## Lesson Study

I just finished reading the updated (2009) version of The Teaching Gap by James W. Stigler and James Hiebert.  I know it’s a bit old, but I really like the idea of lesson study.  Moreover, I think that in the absence of superintendent and principal support that it might be possible to subvert this power structure by using the Internet to conduct distributed lesson study.  It might go something like this:

1. Work collaboratively with other teachers interested in the same lesson topic.  Tag it with any state, CC, NCTM, ISTE, or any other standards that are relevant.
2. Create assessments that can test the effectiveness of the lesson.
3. Give the lesson.  Gather any in-class paper that the students used (to scan), video record the lesson, and otherwise obtain any data you can.
4. Repeat steps 1-3 until the lesson is as good as it can be.
5. Collect the materials on a website on which other teachers can comment, rate, and view the materials.  Do not publish it until at least three teachers have been involved in the development of the lesson and at least two have tried it out in a live classroom.

Blogs already provide a partial mechanism for Step 1, helping teachers to gather a wider range of ideas to use in lessons, but this alone will not help to create better lessons, especially if individual practitioners misinterpret the point of the materials (see the author’s notion of teaching as a cultural institution).

Technorati couldn’t find much on “lesson study” or “teaching gap”, so I wonder how much these ideas have circulated.  The University of Wisconsin La Crosse has incorporated lesson study into a project for college faculty.  There is also NSF- and IES-funded research into lesson study, but it is still conducted by researchers!  The Education Development Center also has an NSF-funded project going.

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## Modeling

If you haven’t heard of Modeling and you teach math or science, you should check it out.  It’s an awesome curriculum and allows teachers to focus on planning for their students rather than inventing effective lesson plans.  http://modeling.asu.edu/ To access the full curriculum, one has to attend a workshop.

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## The Hot Tub

Found at: http://math.rice.edu/~lanius/Algebra/hottub.html

The technologies used in this lesson are a word processor, a blog, a microphone, and sound editing software (such as Audacity).

### Objectives of the technologies:

• Word processor – Students will use a word processor to compose a brief (less than one page) story following the idea given in the “Another Story…” section of the lesson plan.
• Blog – Students will publish their stories on a class or public blog. This follows the meme of “explain this picture mathematically”. They will publish both their printed and their reading of the story. (This motivates a conversation on the pros and cons of different representations of the story.)
• Microphone – The microphone will be used to capture each student telling their story in front of the class.
• Sound editing software – The students will use Audacity to prepare their story for inclusion on their blog as a podcast.

### Software and Hardware requirements:

• computer with enough storage space for a hour or so of uncompressed audio
• web browser
• sound editing software
• microphone

### Skills required:

• Teacher – The teacher must be able to troubleshoot audio problems and levels with the student to record the student’s presentation, should be familiar with sound editing, and should know how to upload audio to a blog.
• Students – Students should be familiar with a word processor and know how to use their class/individual blog account.

### Reflections on the technology:

The comprehensiveness of the storytelling might be overkill, but it does illustrate an edit cycle of preparing a word processing document for something, rather than an end in itself. The underlying assumption here is that students will enjoy hearing the stories that their peers concoct. The process of creating a story emphasizes thinking deeply about how mathematics is connected to life. To shorten the process, an alternative to formal presentations is to set up a sound booth station in a closet or a corner, but then one cannot ensure that other students will hear the stories.

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## Multiplying binomials with F.O.I.L.

Found at: http://www.lessonplanspage.com/MathMultiplyingBinomialsWithFOIL812.htm

The technologies used in this lesson are a Wiki, a graphics program (such as Inkscape), and the World Wide Web.

### Objectives of the technologies:

• Wiki – The Wiki will be used to present and share the group’s solution to a way to multiply binomials in the expanded discovery phase of the lesson; it should explain in detail to an audience including their classmates how to perform their method. At the end of the creation phase, students will use the Wiki to compare their solutions. Each student will individually choose a method and add to that Wiki page an example of how to use it.
• Graphics program – Inkscape or another program will be used to create illustrations for the Wiki.
• World Wide Web – After completing their project, students will use the World Wide Web to explore other solutions to the project and compare other student’s solutions to existing solutions.

### Software and Hardware requirements:

• A class-wide Wiki should be selected—one that can handle mathematics is preferable.
• A graphics program
• Internet access and web browser

### Skills required:

• Teacher – The teacher must be facile with the software and hardware above, including how to export images for use on the wiki and how to represent mathematics on the wiki.
• Students – Familiarity with searching and conducting research is essential, as is knowing how to evaluate Internet sources. Familiarity with graphics software is helpful.

### Reflections on the technology:

The students will eventually use the Web to evaluate methods for multiplying binomials, but they will first struggle on their own to find their own representations. The culminations of the struggle is their group page on a class Wiki, a tangible form of effort spent. The hardest part for students will probably be not using computers in the discovery phase, as they will simply want to look up an answer and consider it the right answer. Hopefully, the emphasis on comparing their solution to the solutions of other groups in the class and those found on the Internet will require them to think critically and realize that there is no one right answer. Some students might not want or need to use the graphics program, but those students who think visually should have some outlet for their creativity. An alternative for those students who like to draw is using a scanner to digitize a paper drawing.

Published in: on 2009.06.30 at 00:55  Comments (1)
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## Education works best when all the parts are working together.

This is a recreation from memory of a poster that I saw when I was in grade school. It was posted just outside my first grade classroom. I often wonder if its creator had intended it to be humorous.

Addendum: This picture was amazingly easy to put together using Inkscape, which I downloaded from fossfor.us.

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## EERE project

The EERE publishes Energy Savers, a site with tips to save energy. After working in an uncomfortable school with stupid air circulation issues, I thought of a cool project for students: improve your school. Investigate the financial incentives available. Learn to conduct an energy audit by reaching out to local auditors. Perform cost-benefit analyses. Present the results to the school board and school administrators.

Forget high-stakes testing when we can increase student stakes in education.

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## Wind for Schools

The Kansas branch of Wind for Schools is run by KSU. This is a project-based learning opportunity with all kinds of potential. Unfortunately, to be approved, your school has to have decent wind potential. Contact them for more information and to see if your school qualifies. Because this is interdisciplinary with a fair amount of researched curriculum already developed for it, it helps to have some buy-in from colleagues before writing the grant application. The best part? This project will generate money for your district. I dare any administrator to turn that down.

For more ideas, you might check out KidWind or NEED or NREL (or NREL here ).