I’m teaching three algebra 1 classes this year and I wanted to start the year off with some art projects to fill my classroom. I stumbled upon this idea developed by Paul Fishwick, while scouring the internet over the summer. It’s called aesthetic computing and it is a great way to turn math into art. Basically it works like this: You start with an algebraic expression or formula such as the iconic:
You then rewrite the formula in explicit notation, like you would for an excel spread sheet formula: E = m*c^2. Next, create an expression diagram: Continue reading →
On my bike ride to work today I was thinking about the quote by Bob Dylan, “A man is a success if he gets up in the morning and gets to bed at night, and in between he does what he wants to do.” So then I asked myself, “What do I want to do today?” I decided that what I didn’t want was to spend all day inside. Continue reading →
Warning, this post contains a large amount of links that are intended to open student’s minds and then blow them away. Use at your own discretion.
I started my geometry class this year with some weird geometry activities. The first was this task from the Harvard project, Balanced Assessments in Mathematics. It asks them to imagine life on a cubical planet. Then after looking more at scale, measurement, and the distance and midpoint formulas, we dove into some taxicab geometry with these problems. We then spent time learning about proofs of angles and segments until we could start talking about Euclid’s Parallel Postulate. I started off talking about proofs by looking at Elon Musk arguing that we are living in a game. We analyzed the argument, wrote two column “proofs” to synthesize it. It has been a wild ride and we are wrapping it all up with the lesson we did the other day, and the project we are finishing now. The lesson comes from this one I wrote a while ago where they blow up balloons and do some geometry on them. Here are the questions they needed to answer for this. Continue reading →