We have these giant display cases in our department and I’m slowly giving them facelifts. Added some info on tiling and how to create your own tessellations and some hat and turtle tiles from @triangleman.bsky.social’s shop. I still want to add something on 3D tiling to take advantage of the space

This Investigate! problem from Levin's Discrete Mathematics (math.libretexts.org/Bookshelves/... ) was quite fun as a way to chat lattice paths, binomial coefficients, and combinations.

Anyone have a favorite tool for portfolios? Gonna ungrade this discrete math class and need a way to keep my ducks in a row with 50+ students.

Today was a disappointing day. Because yesterday, I had hope that maybe my department wasn’t horrible… fuck hope.

One of my fave online teaching moves is to highlight student voice in my announcements - basically calling out interesting ideas, fun examples, etc and giving credit to the students who submitted them. I keep track of who I've highlighted (marked in the image with ⭐) and try to call out each S once!

Year 2025 has some nice mathematical properties #MathSky

do you have a favorite TEST that you wrote for a math class? in-class, take-home, pre-K to graduate school, etc! or even a fave question?! cc #iTeachMath ♾️ bcc #MathSky 🧮 i'm looking over some exams i wrote for preservice teachers in 2015 ... not bad! screenshots below; PDFs available by request ↘️

APPLY!! APPLY!! If Desmos Activities have given ALL your students a 'voice' in your classroom & empowered them with mathematical thinking, then the Desmos Fellowship gives you a voice and a preview of the development of theses excellent resources alongside the most amazing math educators worldwide!

I had a ton of fun, and only minor frustration, doing the crossnumber for issue 20 while I was proctoring my final. There was very little proctoring and a lot of puzzling.

But, once they finally took the risk to begin making their own conjectures (and learning from their mistakes) their confidence grew. Of all the things I accomplished in my career, this was the most important: empowering independent thinkers. #iteachmath 4/4

Best prompt I've ever asked students to answer in a final portfolio: "I especially appreciated <name of another student in this class> because <reason>". Great replies AND they reveal things I might not otherwise be able to see AND much happiness as I deal with final grades.

NEW Blog Post: ‘Four ways of seeing education, and why "best practice" is a myth’ Why do educators disagree about 'best practice'? Understanding competing visions of education's purpose reveals why universal solutions fall short. amiealbrecht.com/2024/12/11/f...

Clearly talking too much about my puzzling habits in class.

This is a super fun puzzle each day for the rest of #ITeachMath #MTBoS whatever the heck our hashtag is. Day 11 was disappointing, but there have been some really fun days in there. What is your favorite #scroggs-advent-calendar puzzle so far? I've liked Day 6 and Day 8 the most...

A gallery of quintic polynomial graphs, made for our maths bridging course.

Now we wait.

1) Pick two Fibonacci numbers. 2) Find their GCD (greatest common divisor). 3) Repeat Steps 1 & 2 until conjectures form. #math #maths #MathSky #iTeachMath

Thank you to whoever suggested this set of looky-likeys. I enjoyed using them with Y13 #ALevelMaths #MathsToday

Still noodling this. Join me!

And this is how I realized open enrollment had started at my college. These were top tier examples in how to email professors when crashing classes though.

in #MathsToday (Alg2+Trig) i asked: given sec(x) - tan(x) = 1/3, what is sec(x) + tan(x)? this was scaffolded towards using the difference of squares and the sec, tan identity, but one student pursued a rather different route! it's now in the newest PS (screenshot below; links next) #iTeachMath ♾️

I just came up with a related rates problem that I don’t entirely hate.

Trying to fit in with a pic of my boy cat.

A belated #UngradingChat response to Q1: My grading philosophy is that grades are antithetical to learning... but as a necessary evil, I'll try to make sure they communicate that learning as a process and focusing on understanding of the actual math, rather than understanding of the education system

Did I buy an Indiana jones shirt just for my u-sub lecture? Yes, yes I did. Am I currently searching for a quality fedora to cosplay as Indiana Jones next year? Also yes.

No desire to post something professional so I’ll post a random hobby. I’m deep into speed puzzling. Like a giant nerd who has been featured as a USAJPA member spotlight, done a panel at Nationals, and competes 3+ times a week. Did you even know speed puzzling existed?

Our applied major is so exciting! Amazing work so far from great educators. If you are an applied mathematician interested in teaching, it's hard to imagine a better situation. gvsu.edu/s/2Ri Please retweet!

Know someone who doesn't suck and teaches math? Tell them to come work with me!

I survived a new(ish) prep during the summer teaching Calc 2. It was a ton of fun tearing that curriculum apart and creating a story out of some seemingly disconnected topics (we have conic sections in our course outline). Already asked to play with it again in spring (along with discrete).

👋🏻 It's me, with a Calc 2 question. We just tackled representing functions as power series, which by my read is a really silly little section we do to prep students for the real fun after we get Taylor polynomials. Silly because we have suuuuch a limited use case when we only have 1/(1-x) defined.

Really going down a rabbit hole looking for components of this outfit, so I can recreate this pose next time I teach Calc 2 and get to introduce power series.

To counteract my annoying questions about Calc 2, I’ll provide some unasked for hot takes. An equitable exam on integration methods allows students to demonstrate their breadth of knowledge on each method in addition to evaluating a pile of integrals. For example the question below…

Trying to capture my feelings about assessing infinite series in Calc 2… as my students take a quiz on topics up through the integral test.

I think my question may be deeper than to formula sheet or not to formula sheet. What exactly do we care about assessing on a test of series? It feels like allowing these crutches means you only care about 1 & 2, but not 3...

First Calc 2 question. I’m used to AP Calc where students get noooo supports (no formulas, no tables of intervals) and the test is a bit streamlined for that reason… Where do you all stand on cheat sheets and pages of notes? I was shocked to see colleagues giving things like this on the series exam

Been lurking for the last bit, but now I’m fully committing to hanging out here after seeing so many old friends. 🥰 Also barely keeping my head above water teaching Calc 2 for the first time (I’ve taught AP Calc BC a ton) this summer. I’ll be tweeting (is there another verb here) lots of ?s.

Why did past-me agree to run a workshop in Sacramento the day after a two-day Disney whirlwind?!

I’m back! Or here for the first time! Second time?

Currently looking at the AMATYC program to see exactly what I said I would present on next week... Apparently I'm on the hook for: - Sparking Curiosity Through Course Design - Teaching Statistics Students About Accessibility - The Math of SET - Title Forthcoming

@mathprofpeter.bsky.social did you have an EVT stock trader meme or did I make this up?!

Had my dean observe my class today for my promotion to full professor and students were SO FEISTY. Now we wait for whether this is interpreted as I would hope (i.e. look at the lovely community you've built where all students have a voice) versus the chaos that it may have appeared to be. 🤣

My calculus class this semester is so fun. I present as evidence this email received from a student.

It took me entirely too long to figure out how to make a post. :sigh: