Tuesday, October 11, 2011

Is that cheating?

“That’s cheating,” my son was telling me, although he had a grin on his face from ear to ear. He had come home from school with a fun math problem to do for kicks and I solved it in just a few minutes – by writing a program.

So are alternate solutions that use technology cheating? Does the creator of the solution demonstrate less skill when solving a problem in a way that the author of the problem did not think of? In some cases the answer seems to be clearly yes. I do not want my children using a calculator when they are trying to learn their math facts. However, in other cases I am not so sure.

Here is this problem and the alternate solution. You can be the judge if it is “cheating” or not.

Problem: What are three three-digit numbers where the second number is twice the first and the third number is three times the first. In addition, the three numbers together use every digit from 1-9 just once.

Solution via Java (this program actually found four different solutions):

import java.util.*;
public class FindNum
{
public static void main(String[] args)
{
for(int x=100; x<1000/3; x++)
{
int y = x*2;
int z = x*3;

//Throw each digit into a set
//Note: Sets ignore duplicate valules
Set<Integer> digitSet = new TreeSet<Integer>();
digitSet.add(x/100);
digitSet.add(x/10%10);
digitSet.add(x%10);
digitSet.add(y/100);
digitSet.add(y/10%10);
digitSet.add(y%10);
digitSet.add(z/100);
digitSet.add(z/10%10);
digitSet.add(z%10);
//if there are nine digits in the set and no
//zero, we win!
if(digitSet.size()==9&&!digitSet.contains(0))
{
System.out.println(x);
System.out.println(y);
System.out.println(z);
System.out.println();
}
}
}
}

Friday, June 3, 2011

The Post AP Delima

When teaching AP classes, there is the question about what to do with the time after the AP exam. I love the projects we do in my computer science classes, but I have tried various things (with various success) in my calculus classes. This year the students worked on making fun resources for other math teachers. Here is an intro video they produced promoting being able to calculate percentages in your head.



This video and other supporting resources can be found here, along with a comic that explains to students one method for doing such calculations in their heads.

While the project went well, I am still searching for what could be the best use of the post-AP time in the calculus classroom.

Wednesday, January 19, 2011

YouTube Custom Players

Problem:

You are doing a unit on some topic and there are three great YouTube videos that you would like for your students to see. You know, however, that if you send them off to YouTube, regaining their attention before the class ends is unlikely.

Solution:

Create a custom YouTube player. This will allow you to embed a video player on your class website, Moodle page, etc. that will only play the videos that you want to be played.

Good thing that this tool is easy to use! Here is how.

Tuesday, January 11, 2011

Creativity in this Modern Age

I love it when someone surprises me by assembling some common items into something new and exciting. Like, for example, sending one’s iPhone to space.

Last year the Advanced Topics in Computer Science class that I teach had one of those creative moments. We installed infrared diodes into the top of air hockey pushers and then used a Wii remote to track them. This allowed us to play a “semi-virtual air hockey” game that the students wrote where there were real pushers but the puck was virtual. Here is a video of the project.



A special thanks to Zalika C. for putting this video together.

Thursday, January 6, 2011

Why Calculus?

The sequel to the "Why Math?" video is now ready!

Why Calculus?



The next video in the series that is in production is "A Problem with Math Education."

Saturday, December 18, 2010

The Making of “Why Math?”

Several people have asked me about how I made the “Why Math?” video. When I set out to make it, I was determined to only use the tools and materials that the faculty at my school have readily available. Here is how I did – and did not – meet my goal.

Materials used:

Video Camera – I used a Sony Handycam that I checked out from our school library.

Green screen – In order to make me appear in front of the background images, I used a technique called green screening. While one can buy an official green screen, I just use green bulletin paper off of the paper cart.

Lighting – I used household lamps and florescent shop lights.

Background Images – I drew on a SMART Board using the Notebook software and then exported the pages to picture files.

Video Editing Software – I was determined to use iMovie since that software is on all of our faculty laptops. I was thrilled when I found out that iMovie supports green screening and also picture-in-picture. Unfortunately, you can only use one effect on a video clip. So my dream of not using anything special came to an end when I broke down and used Final Cut Express.

Learning how to do it – I learned from many different teachers via short YouTube videos.

While it did take a lot of time, I am expecting the next video to go much faster now that I know how to do it!

Saturday, December 11, 2010

Why Low-Tech Teaching is often Teched-Up Teaching

“That’s pretty funny,” my wife said when she first saw this new blog.

“What is so funny?” I asked.

“Your blog is about technology and yet you drew the logo by hand on a SMART Board,” she replied.

This brings up the great point about why low-tech teaching is often teched-up teaching. When we have a job to do, we like to grab the tool in front of us that we feel most comfortable with. Because of this, often the lowest tech solution to a problem is the best.

So while every faculty member at my school has the Adobe creative suite on their laptops with programs such as Photoshop, Illustrator, and InDesign, the comfort level is higher with SMART Boards. So I chose to use a SMART Board to create the TechedUpTeaching logo rather than the Adobe Creative Suite.

And after all, as teachers we love writing on boards . . .