[sudo-discuss] Morning Math Restated

Wed Oct 2 00:29:06 PDT 2013

So awesome! I look forward to joining a morning session when the timing is
right :)
Appreciate the initiative, thanks Tom!

Make a great day,
Morten H. D. Fuglsang
US: +1 415 799 6931 // skype: FlyvendeHest

On Tue, Oct 1, 2013 at 11:14 PM, Marina Kukso <marina.kukso at gmail.com>wrote:

> hey tom,
>
> ***wall of text incoming***
>
> this is so cool and i really appreciate how well-thought-out and
> well-written your proposal is for creating a safe math learning
> environment. have you heard of the berkeley compass project<http://www.berkeleycompassproject.org/>?
> they work with physics freshmen at berkeley to help create a learning
> support network in a program that's famous for serving a weeding out
> function. also, if you are interested in readings about inclusive math
> pedagogy, just let me know and i'll be happy to shower you with pdf's.
>
> while i love some of the principles that you've outlined as being
> productive social norms for learning based on the boxing gym metaphor, my
> suggestion would be to consider not using the boxing gym metaphor in the
> name of the group. my own perspective (and the perspective of many women i
> know), is that boxing gyms are pretty heavily coded "MALE - do not enter
> unless you want to be looked up and down, humiliated, and judged.". they're
> up there with free weight rooms, mechanic shops, lumberyards, and hardware
> stores. (to give a free weight example, when i was in college, it was so
> bad that a friend and i would only go to the free weight room at the gym
> together because the judging, humiliating looks and patronizing smiles were
> just too much. we actually couldn't even focus on figuring out how to use
> the machines because we were so preoccupied with the eyes on our backs.
> women's bodies are subject to so much scrutiny by strangers all the fucking
> time (i was harassed twice in the first 15 seconds of a run yesterday!)
> that it was just not worth it to have to experience this degradation in
> order to use this part of the gym, so after a couple times we never went
> back).
>
> i had no idea though that these were the social norms in boxing gyms -
> everything that you shared is really instructive and definitely broke down
> a lot of my misconceptions. it's entirely possible that boxing gyms aren't
> at all like my image of them, that many of us women have unfair
> misconceptions about what they're like, but if you use this metaphor,
> you'll have to battle against that expectation. additionally, it's also
> possible that your experience of the boxing gym space is shaped by your
> experience as a man and that a woman might experience a boxing space
> differently. i honestly have no idea whether that's the case and would love
> to learn more about your experience with boxing gyms.
>
> i wonder if others have similar thoughts about the boxing gym metaphor and
> also ideas for other metaphors that might let people know that "this will
> be a study group that supports you in your learning" (although you could
> just call it "math study group" and list the "ground rules." or just go
> full hippie: "inclusive math study group.")
>
> - marina
>
>
> 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<http://www.amazon.com/Talent-Overrated-World-Class-Performers-EverybodyElse/dp/1591842948>
>>
>>
>> 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 <http://gurmeet.net/puzzles/> - Scroll to Bottom for
>> other great lists - These are very accessible
>> The Stanford Mathematics Problem Book
>> <http://www.amazon.com/The-Stanford-Mathematics-Problem-Book/dp/0486469247/ref=sr_1_1?ie=UTF8&qid=1380010455&sr=8-1&keywords=The+Stanford+Mathematics+Book>-
>> Has a hint key and an answer key!
>>
>> # Problem Solving Techniques
>> How To Solve It<http://www.amazon.com/How-Solve-It-Mathematical-Princeton/dp/069111966X/ref=sr_1_1?ie=UTF8&qid=1380010351&sr=8-1&keywords=how+to+solve+it>
>> Mathematics and Plausible Reasoning<http://www.amazon.com/Mathematics-Plausible-Reasoning-Patterns-Inference/dp/4871878341/ref=sr_1_2?ie=UTF8&qid=1375257566&sr=8-2&keywords=plausible+reasoning>
>>
>> # History of Math
>> Mathematics and Its History<http://www.amazon.com/gp/product/144196052X/ref=olp_product_details?ie=UTF8&me=&seller=>
>>
>> # Applied Mathematics
>> Methods of Mathematics Applied to Calculus, Probability and Statistics<http://www.amazon.com/Methods-Mathematics-Calculus-Probability-Statistics/dp/0486439453/ref=sr_1_4?ie=UTF8&qid=1380010629&sr=8-4&keywords=Methods+and+Mathematics>
>> Numerical Methods for Scientists and Engineers<http://www.amazon.com/Numerical-Methods-Scientists-Engineers-Mathematics/dp/0486652416/ref=sr_1_1?ie=UTF8&qid=1371662965&sr=8-1&keywords=hamming>
>>
>> # Discrete Mathematics
>> Concrete Mathematics<http://www.amazon.com/Concrete-Mathematics-Foundation-Computer-Science/dp/0201558025%3FSubscriptionId%3DAKIAILSHYYTFIVPWUY6Q%26tag%3Dduckduckgo-z-20%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creativeASIN%3D0201558025>
>>
>> There is interest in studying Visual Complex Analysis<http://www.amazon.com/Visual-Complex-Analysis-Tristan-Needham/dp/0198534469/ref=sr_1_1?ie=UTF8&qid=1380010478&sr=8-1&keywords=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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>
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