Teaching Math
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| Algebra | Geometry | Algebra 2 /Trigonometry |
| Combinatorics | Logic | Math puzzles for high school |
| Outlook on teaching | other blogs and sites about teaching math | |
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Math must NOT be taught with calculators. These instruments of destruction are destroying students everywhere. When is this madness going to stop?
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what is wrong with Calculators. We should embrace this technology that previous generations were without. Perhaps one should have the basic understanding of mathematics to solve say systems of equations by hand, but once they are competent why not use technology to do them so that more complex problems can be solved, problems that might actually demonstrate how that particular math could be used in the real world so to speak.
I agree. There needs to be a basic understanding of the concepts in addition to using the calculators.
How are they destroying students everywhere? How is more useful for a student in high school to do 456*256 by hand then with a calculator?
I often use calculators to “discover” mathematics. For example, take a graphing calculator and put several different translations of a parent function in your y= and graph. Ask, “how does changing the numbers in equation appear to affect the graph?” Then take the knowledge gained one step further by asking “Why do you think changing that number makes that change in the graph?” Ooooh…….now we’re spending less time “doing” math and more time creating understanding…..yeah, that’s destroying lots of my students.
I think when learning an application of a math problem a calculator should not be a useful tool. Yes, at that point it would cripple a student. When the student has been tested from ground up and has proven that the application is mastered, I would expose my students to the usage of a calculators. A calculator is a modern tool in technology and should encompass the course……. Yes mathematics becomes very difficult but the grass root should not be forgotten! Although modern technology should not be ingnored.
Regarding the 456 * 256. How is it more useful for a high school student to do this my hand?
Well, they wouldn’t even be doing this by hand. Let’s see… Since 256 is 6 more than 250, which is quarter of 1000, maybe I can just do 256/4, which is 114 (easy math), and then add three zeros for an answer of 114000. Just as quick as punching a calculator, but it involves using your brain to do a mini-problem solving, on top of the problem at hand. How could be expect students to understand higher concept mathmatics when they can’t even figure out that the answer to 456*256 can be approximated in just as short time w/o a pen and paper?
Want a more accurate answer? since 256 was 6 more than 250, 6*400 is 2400. So, take our previous estimate and,
114000 + 2400 = 1164000. All doable in one’s head. and now I’m off by 300.
Is using a calculator to graph helpful? Maybe yes and maybe no. I took calc in HS using TI-80’s. In college I took Calc II and we didn’t use any calculators. So we used horse-driven carriages and albeit I am not saying that calc’s should not be used because “we did it the old fashioned way”, but because a calculator is a tool to assist us speed along things that we already know the basis for and already understand.
Not being able to understand number theories and simple math concepts because the student is too used to punching numbers into a calculator definitely does not make them ready for higher-level conceptual thinking.
I’ve had many Physics students in my class that refuse to let go of their calculators. Some of them get wrong answers and do not understand why the position (or the absence) of parenthesis makes a difference. They understand the rules of parenthesis, but haven’t really practiced it in their head, so the parenthesis is just a stupid button that they should be pressing w/o thinking of the math that is actually taking place. First week of class, I get students who get wrong answres and can’t figure out why they got it wrong and trying to explain the parenthesis doesn’t help until I make them do it on paper the wrong way (as they typed it in their calc)…
Take a Chemistry class, and then try to have them perform calculations on scientific calculators regarding gaslaws and most of them will do okay. You ask for relationships between variables, and they look at you with a blank stare. Clearly, the one who understandts that relationships between variables here is the calculator, not the student.
This is why calculators, although not banned in my class, are not encouraged in my class, and if you take exams/quizzes w/o it, I give them a bonus point.
If one is building a building and has a helpful “machine” that will just pop out foundations on demand, it will definitely help us build buildings faster. however, how will we be able to talk about static and dynamics of the building if the person who built it says, “Hey man, I don’t know anything about foundations. i just press the button and then use whatever I get w/o questioning”…
Yes– but I bet you don’t do your taxes by hand or without a computer
Actually, I did. I guess that comes with having learned to do math by hand as a kid, and enjoying. I’d rather do something important like that by hand rather than using a calculator. And forget about a computer, why should I pay for software to do something I can do for free by myself in 20 minutes?
Hi, have you checked out this fun pac-man style game to learn your factors?
Factor Feeder
Hmm. clearly self-promotion, which meets my definition of spam. But a genuinely fun math game… I’ll write something plugging it. Nicely done!