[sudo-discuss] Morning Math Restated

[Sonja Trauss]

do you already own Visual Complex Analysis? Will you bring it tomorrow?

On Tue, Oct 1, 2013 at 9:57 PM, Thomas Fitzpatrick
<fitzsnaggle at gmail.com> wrote:
> If there are no objections, I'm reenstating Morning Math. I think a new name
> is in order and would like to field a couple - Math Gym, Visceral
> Mathematics, Romancing Methods...
>
> Sessions will start at 7:30 AM. I will be staying and holding up the torch
> until 11:30. Participants are free to come and go as the please between
> those times on Tuesdays, Wednesdays, Thursday (no pressure to show up on all
> days, but I will be there) with the possibility of more days.
>
> All levels are welcome - there will always be something to do. The vision is
> that despite skill levels and relative experiences, we can all benefit from
> contact with each other as Mathematicians.
>
> My favorite learning environment is a boxing gym and I think that is where
> our social norms should be derived from.
>
> * Many different styles of boxing and training - trainers are free to take
> on students, students can go to new trainers, or you can have no trainer and
> get bits of advice from many people
> * People arriving and leaving at disparate times as opposed to Karate
> classes where everyone must arrive at the same time. The flow is mantained
> regardless. You tell your trainer you are arrived and start your warm-ups.
> When they are available they will teach you something or give you an
> exercise you are familiar with - coming around to check on you and correct
> your form.
> * All skill levels and levels of fitness - Hanger-ons, the elderly, novices,
> pros, trainers all derive social satisfaction. Everyone is free to improve
> at their own pace without being turned away from the sport. Bullying is not
> tolerated
> * Everyone is given the opportunity to teach - this advice is trusted based
> on their reputation - many views abound and the student is free to choose
> the styles and techniques they want to emulate.
> * Instruction is given and then the student is left to practice the motions
> - the memory is important - by they have to get a feel for it on their own.
> They can be corrected, but the trainer is also free to help other students.
> * Some routines are done in groups while others are done alone - most can be
> practiced in both contexts
> * The right exercises are chosen to get you to the next level. There is no
> set protocol for what you do each time. You are free to choose what you do
> next - though others may tell you better.
> * No one goes in the ring without a trainer watching (the analogy breaks
> down here)
> * Sparing is the most valuable experience as it builds your fight intuition.
> We predict punches - we don't react. It takes half a second for your brain
> to tell you to move - if you have to wait you will get hit. That is why you
> will often take it slow or only do defense or offense to trim your concerns.
> * The focus is learning. Preparing for your match.
>
>
> The primary question I have is how to teach Mathematics the way Music/Sports
> are? How do you teach intuition and problem solving? How do groups with
> disparate schedules and skill levels benefit the most from each other? I
> propose the following norms. (I will pare them down over time):
>
> * Agreements on reading materials/problems are between those you agreed to
> read with - not the entire group
> * You can come to as many or as few sessions as you please - there will
> always be something to do. (analogous problems)
> * Progress and minutes are prominently displayed to bring people up to speed
> without breaking the flow
> * Discussion groups form and disperse based on the creative process.
> * It is better to ask questions than to give others the solution when they
> are solving a problem. Empathize to give the right hint
> * It is better to try problems than to merely discuss, pencil must move over
> paper (or code across screen) - experience is more valuable than lectures.
> * Pictures are essential tools
> * Assisted/Group work is valuable for discovering the process, but the
> intuitive jump or connection is up to the student
> * Problems can be generalized, specialized or analogous problems chosen to
> keep everyone in the loop - to give and get insight as student and teacher.
> * The learning zone is right beyond your current abilities, but not so hard
> you have nothing to grasp onto.
> * Talent is overrated
>
>
> Here are some books I would personally like to study with anyone - in these
> time slots or otherwise. Suggestions are welcome :)
>
> # Good general Problems
> Delightful Puzzles - Scroll to Bottom for other great lists - These are very
> accessible
> The Stanford Mathematics Problem Book - Has a hint key and an answer key!
>
> # Problem Solving Techniques
> How To Solve It
> Mathematics and Plausible Reasoning
>
> # History of Math
> Mathematics and Its History
>
> # Applied Mathematics
> Methods of Mathematics Applied to Calculus, Probability and Statistics
> Numerical Methods for Scientists and Engineers
>
> # Discrete Mathematics
> Concrete Mathematics
>
> There is interest in studying Visual Complex Analysis. The Complex-plane is
> an alternative to x-y coordinates that makes many problems much easier and
> more intuitive to reason about. It was named Complex to be vindictive by
> mathematicians who didn't understand its worth. AND IT USES PICTURES
>
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