I feel like the questioncan translate to many courses unifying mathematics with the humanities and the sciences.

Well I finally read this one. It’s a relief when someone strings together words that describe many things one has always believed. It’s also something that I have to actively reflect on to improve my own practice (as human + teacher). Hope you are well!

I just lost mine that my one year old very easily took apart, so I would like one of these more difficult ones!

My colleagues’ issues are primarily with the ability of students to self-distract via other websites. I was talking about how I enjoy using Desmos and building my own activities, but grouping students on one device so as to encourage discourse. However, there are some challenges to group work, too.

I was a little concerned first quarter when they were scoreless and then I watched her hit the first shot. My first thought was the game is over. She’s not going to let them lose.

Their structure is different, and requires a different approach. In contrast, everything that matches a slope-intercept form or “shape” can be interpreted the same way.

For example, let’s consider y=mx+b a “shape”. Lot’s of equations match this. Like, y=4x-5 or y=⅔ x+7. There are other equations that can make the same line. Like y+5=4x or -2x+3y=21. However, we cannot treat the latter equations the same way to interpret slope and y-intercept.

- I wonder why most people only mentioned numbers, because I feel like math is so much more than just numbers. There’s shapes, lines, and really anything you can think of that connects to math. Math is a part of quite literally anything.

What do you all think? #MathsToday #MTBoS #ITeachMath