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Panorama from Point Sublime [Grand Canyon] – Printed by Julius Bien [1882] If you want to know about Protoliths, Abyssoliths, Xenoliths and Tectonic Knots, of index fossils, totemic assemblages of ophiolitic Serpentine, of erratic stones and aesthonspheric calligraphy, geochronology, abyssal plains and gravity maps, you might do well to journey with John Mcphee over the […]
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Reference: Moore, Thomas A., A General Relativity Workbook, University Science Books (2013) – Chapter 21, Problem 21.9. The Einstein equation is Up to now, we’ve usually taken , since we know from the Newtonian limit that must be very small. If , the Newtonian limit becomes so acts as a negative mass density, that is, […]
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10 / 2 = 5 * 1^4
Also:
10  2  5 = 1  4
Also:
10 / (2 * 5) = 1^4
Also:
102 (mod 5) = 1 * √4
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Recall that in the Baron's latest game, for a cost of one coin, Sir R could roll two dice and have from the Baron coins equal in number to the best of them. In return, the Baron would have from Sir R coins equal to the roll of a solitary die.
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One of the primary goals this year is to find opportunities to use rates in a more practical setting. This past week my classes started to explore rates in more detail. Students studied visual patterns and rules last week and this has led up to using/converting rates with formulas. While planning I dug out a […]
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You guys know how much Aunt Pythia loves you, right (answer: a ton)? OK, good. Because that means I can be honest with you. The truth is, I’ve been getting some very weird questions recently, and I’ve had to throw out a bunch of them, sifting through the weeds to find some tulips. It’s not […]
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I’m going to make a costume pattern to sell. People can buy my plan and make awesome, long, full, scary, ghost costumes. This scheme will be so simple. Perhaps I’ll get rich! In this activity young students can reason about…Read more →
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There is a very interesting discussion about formalized mathematics going on the Foundations of Mathematics mailing list. The most interesting part of it (at least to me) is the thread about relative merits of Homotopy Type Theory (HoTT) and set theory (ZFC) as foundations for formalized mathematics. I should probably write what is Homotopy Type […]
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Ayer viernes se publicaron las terceras clasificaciones parciales de los Premios Bitácoras 2014, en los que Gaussianos participa en la categoría Mejor Blog de Ciencia. En dicha categoría Gaussianos sube de la quinta a la cuarta posición. Los cinco primeros puestos son los siguientes: Ciencia de sofá Cuentos Cuánticos Dimetilsulfuro Gaussianos La pizarra de Yuri […]Entra en Gaussianos si quieres hacer algún comentario sobre este artículo, consultar entradas anteriores o
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Here is a piece of evidence which those who think that mathematics is invented rather than discovered will like. This concerns definitions. I wrote last year about the definitions of a group, a matroid, the real numbers, and primitivity. In … Continue reading →
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Are airport screenings for Ebola really an effective way of stopping transmission of the disease? And as the United Nations asks for another $1bn (£625m) in aid we take a look at which governments and charities are rallying to the cause and which are not. This programme was first broadcast on the BBC World Service.
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Cet automne 1943, les maquisards de la compagnie Bernard sont installés dans le massif de Belledonne. Une petite histoire de Résistance, de mathématique et d'enseignement.

Mathématiques ailleurs
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Piste verte,
featured
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Given a regular ngon P1P2P3…Pn. Let point O be the center of this polygon. If we take arbitrary point P in the plane, prove that $ latex PP1^2$+PP2^2+PP3^2+…+PPn^2=nPO^2+n. Hint: Complex numbers make this problem easier!
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Another post from Tap Into Teen Minds. Enjoy!
This multiquestion 3 Act Math Task incorporates important concepts related to ratios, percentages and proportional reasoning when we enlarge a cheque.
The post Big Cheques [3 Act Math Task] appeared first on Tap Into Teen Minds.
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I don't know about you, but my experiences with even the best Shell Centre tasks (their Formative Assessment Lessons, or "FALs") have been hit or miss. These are among the best anywhere, and while I generally love the ideas of their tasks, in practice, I almost always need to tweak their implementations to make them work in my classroom and with my students.I wonder if this is not inevitable, given the highly customized nature of scaffolding.I experienced this phenomenon yet again […]
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I’ve been doing some work with Focused Objective lately, and today the following question came up in our discussion. If you’re sampling from a uniform distribution, how many samples do you need before your sample range has an even chance of covering 90% of the population range? This is a variation on a problem I’ve […]
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Here’s my second reflective post for Imogen Dunne’s final year project (you can find the first here).
We are now at the end of Week 4 of the course and I’m glad to say that I think overall things are going well.
My office hours have gotten very busy.
This is awesome.
Students are coming to see me, genuinely having struggled with concepts and this is often a result of myself or another tutor identifying specific issues in a lab session and saying something like:
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