Fred Peck

Still learning. he/him

[Fred Peck @FrederickPeck]

@stanyoshinobu Second, in this series, we take a close look at the work involved in "weeding out." I think these pieces can help us complicate the narrative that changing "weed out culture" is simply a technocratic fix.

https://t.co/ekDpDvBTwB

https://t.co/sSCT9PJB8n

[Fred Peck @FrederickPeck]

@stanyoshinobu Thank you for this thread and resources! May I humbly add a couple more?

First, this one is *hot off the press,* (even though I've been working on it for years...)

"Towards anti-deficit education in undergraduate mathematics education"

https://t.co/JY3lNqBnjW

[Fred Peck @FrederickPeck]

@riehlt Congratulations Tony! This is bittersweet. Your impact in MT is massive, we have #thinkingclassrooms across the state. My classes look very different thanks to you and your colleagues’ efforts. The important question is, will you still be hosting @MCTMmath trivia nights?

[Fred Peck @FrederickPeck]

@pwharris Partitive interpretation: It took me 4.1 minutes to walk 1/5 of a mile. What is my average rate, in minutes per mile?

I can answer this by fining how long it would take to walk 1 mile (at this rate)

I have 1/5 of a mile so I need to multiply by 5.

4.1 x 5 = 20.5

[Fred Peck @FrederickPeck]

Stack or sandwich? #hoagiehomies

[Fred Peck @FrederickPeck]

I appreciate the commercials, the yelling, and other noisy ways of recognizing the dignity of blue collar work (our heroes!). The recognition is long overdue. Now let’s insist that these jobs have benefits and compensation that reflect the dignity of the work.

[Fred Peck @FrederickPeck]

Congratulations @SciEdHenry !!!

[UMass Amherst College of Education @umasseduc]

Kudos to the #UMassEDUC faculty members selected as @AERA_EdResearch Outstanding Reviewers for 2019: @SciEdHenry for the American Educational Research Journal, and Scott Monroe for the Journal of Educational & Behavioral Statistics. Read more here: https://t.co/IO4KbeRiRc

[Fred Peck @FrederickPeck]

"Can the global economy survive without non-stop production and non-stop consumption? It seems the flora and fauna can. Perhaps we can too, and emerge out of this crisis of planetary proportions as a better more humane species."

https://t.co/KnmV8NWSF4

[Fred Peck @FrederickPeck]

@pwharris If we count in tenths, we have:

216*9
=216*(10-1)
=2160 - 216
=1944

Now, the units are tenths*tenths = hundredths

So: 1944 hundredths.

(Or 19.44 in decimal notation)

[Fred Peck @FrederickPeck]

@EulersNephew @MathTechCoach @abel_jennifer @alittlestats Ditto. I love this book.

FYI, Eric Stade at @CUBoulder has a revised version of the book, which he produced for his course, “calculus, systems, and modeling” (now called calc for life sciences).

Course page:
https://t.co/Ac3ptEGrC6

Book:
https://t.co/AtFvrz8rN6

[Fred Peck @FrederickPeck]

@pwharris @KarenCampe @adinam225 @ctfosnot Yes to RME. My website is https://t.co/1BTxzPkm4v - more activity sequences there.

[Fred Peck @FrederickPeck]

@pwharris @KarenCampe @adinam225 @ctfosnot Cool! The problem strings are one at a time, with conversation in between. In general for a problem string it wouldn’t be on paper at all, but in this case the physical layout and room to write is important, as we described in the paper.

[Fred Peck @FrederickPeck]

@KarenCampe @adinam225 @pwharris @ctfosnot You bet! I hope it's helpful. The relationship between fractions and division underlies so much of how fractions are used in algebra.The activity sequence sets the stage for understanding the "division step" in an equation, and for understanding slope as a rate of change.

[Fred Peck @FrederickPeck]

@KarenCampe @adinam225 @pwharris @ctfosnot We did a study on teaching fracts & ÷ meaningfully to high school students (who generally only knew this as a rule), using the sub sand problem. We developed an activity seq. based on the study.

Activity sequence
https://t.co/jxqYTkpc1x

Research paper
https://t.co/GuiXgVDTK3

[Fred Peck @FrederickPeck]

@pwharris The answer is 504/24, a perfectly good number in fraction form.

To write it in decimal notation, my strategy is to decompose 504 into chunks that are divisible by 24. The most obvious chuck is 240, so I'll start with that...

504/24 = (240 + 240 + 24) / 24 = 10 + 10 + 1 = 21

[Fred Peck @FrederickPeck]

@MandyMathEd @Dawilli6 @megawicks1 The goal is not just to produce better mathematics, but also to produce a common world, and to take up space in that world with courage, humility, and empathy.

[Fred Peck @FrederickPeck]

@MandyMathEd @Dawilli6 @megawicks1 Here are some resources:

Guidelines for investigations
https://t.co/yePIuS0NTu

Guidelines for peer review
https://t.co/k1bJQW8hqe