Math PhD, lecturer @UniversityofKy, interested in active learning, inclusion, and community outreach. I sometimes tweet about knitting, dogs. He/him 🏳️🌈
@TheOtherBarbies@CmonMattTHINK I started the same way! Then realized the same is true for 31, 30, .... I'm still working on it, though. This is a good puzzle!
This week I'm not overwhelmed with work and seem to be handling my to-do list. But instead of feeling relieved, I've got this anxious feeling of "what am I forgetting?"
If you or someone you know is applying to the Teaching Postdoc position at the University of Kentucky, and you're interested in learning more about the position/school, I'd be happy to answer any questions! Here's the posting: https://t.co/mi3grnWS13
@TStojsavljevic I was wondering this just the other day. I hate telling my students “here’s a theorem but the proof involves math too deep for this course, so just trust me”
When I was on the job market out of grad school, I got a few offers for teaching post-doc positions, which I turned down. If I'd accepted them, I'd be back on the job market this fall. I cannot overstate how glad I am *not* to be hunting for jobs again.
Teaching myself to write WeBWorK problems by looking at existing problems, breaking them, then trying to fix them. It's slow going, but I've just "authored" my first new problem! (re: copied existing code, changed 5% of it, and created a problem that still compiles)
@Thalesdisciple Overcooked is a great cooperative game. Mario Party (any of them) is fun for light-hearted group play, as are Heave Ho and Ultimate Chicken Horse.
My favorite individual game is Pokemon Snap, which requires no prior knowledge (or even interest) in Pokemon.
b) invest time in “selling” our students on why active learning is better for their learning process. Be explicit about this.
A class activity planned poorly or done with the wrong mindset by students is not a good use of time, and you might as well lecture
I love using active learning in my classes, but for many students (like this one), it seems less helpful than a well-done lecture. This is why we must
a) put a ton of planning into our activities to make them worthwhile, and …
@lukasecho@kevinbaker As a student, all I ever wanted was a dense, logically structured lecture that is no-nonsense and to the point. Something I can pull information from quickly. Attempts at interactivity that I experienced by contrast seemed inefficient and gimmicky, done for its own sake.
@probably_math This might count as "technical," but how to use LaTeX. I had to teach myself for my first-year courses, and it added an extra burden to my already have load.
It's a skill they'll all need to know for any kind of publishing, and likely for exam-writing too.
@LetsLearnCalc@CmonMattTHINK Yes, this is how I'd explain it to. Similar to why n^0 is 1. Start with n^1, n^2, n^3, then go backwards, dividing by n each time.
@Zoe_MM I would choose to interpret this as "does the student have a personal appearance" on a scale from "yes, definitely" to "no, not at all." All students get 10/10.
@profjoshlong Yes and yes! Mathematician here. Built a fence for my dog once, and used one of these to drive in the stakes. Have used it a few times since