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Educating Future Mathletes

@edu-kate / edu-kate.tumblr.com

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Students are not allowed to make disparaging comments about themselves or their mathematical ability, at any time, for any reason. Here are example statements that are now banned, along with acceptable replacement phrases. - I can’t do this –> I am still learning how to do this - That was stupid –> That was a productive mistake - This is impossible –> There is something interesting and subtle in this problem - I’m an idiot –> This is going to take careful thought - I’ll never understand this –> This might take me a long time and a lot of work to figure out - This is terrible –> I think I’ve done something incorrectly, let me check it again Please keep in mind the article we read by Carol Dweck. The banned phrases represent having a fixed view of your own intelligence, which does not reflect the reality that you are all capable of dynamic, continued learning. The suggested replacement phrases support and represent having a growth mindset regarding your abilities and your capacity for improvement.

This really hit a chord with me when I realized “I’m an idiot” is part of the fixed mindset in terms of learning. I like to think I persist in math because I know I’m not as good as everyone else, but saying “I’m an idiot" is definitely not uncommon for me to think or say when I’m working on homework or getting out of an exam.

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Growth mindset

Hey #educhums…does anyone have any recommendations for a book on growth mindset in education/teaching? I think I have the basic idea/gist but I’d like to read a book about it.

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ambedu

Message me! I’m doing action research on this for my grad school class so have lots of resources. midwestmumblings

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Powerful & creative imagery

the food and education made me sad.

I have always been fascinated by these ‘world of 100 people’ things, I remember spending hours thinking through the ones on a poster at church when I was 9 or so. It really, really makes some really important stuff so blindingly clear, in numbers we can understand. And it should, I hope it does, inspire us to act. 

Amazing post.

The reason these work so well is because the human brain is actually incapable of comprehending the actual amount in people in the world. Our mind unassisted can only understand numbers up to a certain amount. Even 83% of 7 billion is difficult to grasp because we know that’s a Fuck ton, but on the flip side 17% of 7 billion is a Shit load. So our brain realy can’t comprehend the gravity of what exactly is the difference one fuck ton and one shit load. But when you take away the percent, remove this gigantic 7 billion number, and bring it down to 100, all of a sudden out brains go “oh! I know what 100 is! I can understand this!” And things are a lot clearer.

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Exams Around the World

Test-taking is a dreaded experience that the country’s kids and young adults share with their counterparts across the globe. The ritual at its core doesn’t vary much: Students sit at a table or a computer desk (or sometimes, as shown below, on the floor), pencil and/or mouse in hand, the clock ticking away mercilessly.

Source: The Atlantic
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And herein lies the reason why problem solving and looking for connections should be at the core of teaching and learning in Mathematics.

(I’m on the side of: Why is this a drama? Good, creative question for capable 16 year olds)

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