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Group Process Paper – Grading Criteria

Hi everyone,

The group process paper will be worth 35 points towards your Project grade.  I will be filling out the sheet below for each paper submitted.  Please let me know if you have any questions.

Best,
Prof. Reitz

 

Semester Project – Puzzle Process Paper
Grading Criteria

_____ points (3 possible).  Basics/formatting.  Length (1500 words required).  Group members names.  Semester/Date/Course.

_____ points (2 possible).  Puzzle description. Description given in own words, demonstrates understanding of puzzle mechanics.

_____ points (16 possible).  Proof process narrative.

_____ points (4 possible).  Shows progress across various stages of the project.  

_____ points (4 possible).  Includes all participating members of the group.  

_____ points (4 possible).  Includes objective facts (“what we did”) as well as experience (“how it felt, what it was like”).  

_____ points (4 possible).  Tells a story.

_____ points (5 possible).  Conjecture.

_____ points (3 possible).  State your group’s conjecture.

_____ points (2 possible).  Proof or disproof of conjecture. If no proof or disproof was obtained, these points can be earned by clear explanation of proof process in the preceding account.

_____ points (9 possible).  Images (3 points each).  Original or clearly attributed.  Includes caption.  Connection to puzzle/process is evident.  

 

____ points TOTAL (35 possible)

 

 

Week 12 Assignments

Written work – Due Tuesday, November 15, in class:
Chapter 10 p167: 1, 2, 5, 10, 15
Chapter 10 p167: 25, 28, 30
WeBWorK – none
OpenLab – none

Project – First draft of your group paper is due in class on Thursday, 11/17.

Videos-Armando Cosme

Part 1)

a) How to Draw a Perfect Circle- This video reminds us what is the definition of a circle and how to perfeclty draw one each time.

b) The Calculus of Bad Driving- This video goes into detail of the math behind the situation a a car approaching an intersection.

c) Visual Multiplication and 48/2(9+3)- This video show us the meaning (or another representation) of a commonly used algorithm.

 

Part 2)

Response to video three.

This video had me in a state of amazement. I had no clue that the algorithm multiplication can also be represented by intersection points. I am such a visual person when I learn, so seeing that this works before my very eyes was beautiful. I totally learned a new way to multiply, but one question I do have is, does this only work for two numbers that are both in the tens place.

 

Part 3)

My definition of teaching is the sharing of information where you understand and express in some way or another the information you just got. Since I can successfully understand and repeat what she did in this video, I say, this is teaching. I feel a lot of people think math is all about algorithms, but math also has diagrams, ideas and expressions that then get transformed into algorithms, so I do believe this is math. One thing that always stays in my head from Lockhart’s article, is that any little thing can be beautiful in math, and geez, this sure was. I also recall the article saying that math is so much more than algorithms, which is why I wonder, why this wasn’t shown to me in one form or another in school.

In-Class Group Project Activity 11/3/15 – Refine Your Group Conjecture

Assignment.  Your goal for today is to refine the conjecture you decided on during your last class meeting.  Some things to consider:

  • Specificity: The conjecture should be stated clearly.  It should include all information necessary to be understood by someone who is familiar with graph theory terms (vertex, edges, paths) and familiar with the assignment (walking tours).  A reader should be able to tell from the statement whether a conjecture applies to a given drawing or not.
  • Generality: Your conjecture should apply to more than just a single specific graph (it can apply to a collection of similar graphs, for example, as long as you describe exactly what types of graphs you are considering).
  • Drawing: You can create a drawing to accompany your conjecture, but your conjecture should be understandable without the picture.
  • You can revise your conjecture as a group if you wish – but try to come up with something similar.
  • You can add additional clarification to your conjecture.
  • You can extend your conjecture to include more types of graphs.

 

GROUP CONJECTURES SUBMITTED AT END OF CLASS TODAY:

unnamed unnamed-3 unnamed-2 unnamed-1

OpenLab #7: Hold your breath and dive into math – Vi Hart

Vi Hart describes herself as a “recreational mathemusician” – she has a unique approach to mathematics and its connections to the world.  In this assignment you’ll be exploring some of her videos (she has a YouTube channel here), and using them as a basis for creating a new blog post.

Assignment (Due November 10, 2016).  Create a new blog post responding to the instructions below. Creating a new blog post allows you more flexibility than simply leaving a comment. You have the ability to edit your work after you submit it, and to include photos, videos and other media. It also allows you to contribute to the public content of our course website.

You can get started by clicking the plus sign at the very top of our site (if you don’t see it, make sure you are logged in to the OpenLab). Detailed instructions on creating a new blog post can be found here (see “Writing a Post” in the middle of the page). You should create a new post including the following:

  • The title should include the word “Videos” and also your name.
  • Your post should include responses to all three parts of the assignment described below.
  • Under “Category,” select “OpenLab Assignments” (you will see this on the right side of the screen)
  • Under tags, enter “OpenLab 8”, “Vi Hart”, and any other tags you think describe the videos you watched (for example, you might choose “pi” if it’s a video about pi).  Don’t forget to click “Add” after entering your tags in the box.
  • When you’re done, click “Publish” (the blue button towards the top right on the screen).

Instructions:

Watch at least three different videos by Vi Hart from  https://www.youtube.com/user/Vihart/ .  You should:

  • choose videos at least 2 minutes in length
  • choose videos that are related to math in some way
  • choose three videos, at least two of which should not appear on her front page (older or less popular videos).  For a full list of her videos, click the “Videos” button near the top of her page – or click here.  Scroll to the bottom and click “Load more” to see older videos.

In your post, include a response to each of the following three Parts:

Part 1. Include a link to each video you watched (3 minimum), the title, and a one or two sentence description of what the video was about.

Now choose one video to focus on.  You MUST watch it 3 times. Use it as the basis for parts 2 and 3.

Part 2.  Write one paragraph discussing the contents of the video:

  • How did you feel watching it? Did you like it, or not? Were you confused? Inspired? Bored? Excited? Bewildered?  Why?
  • What is one thing you learned from the video?
  • What is one question you have after watching it?

Part 3.  Write a one-paragraph reflection discussing what the video could mean to your own math teaching.  Is it math? Is it teaching? Is it relevant to the work you will be doing in the classroom? Is there any connection to the earlier reading assignment Lockhart’s Lament?  Any other thoughts?

Extra Credit.  You can earn extra credit by responding to one of your classmates’ posts.  As always, be kind, be respectful, be honest.

Semester Project – Group Process Paper

In his essay A Mathematician’s Lament, Paul Lockhart says “A good problem is something you don’t know how to solve.” This is quite different from most of the “problems” that appear in our mathematics education.  In the past weeks, you’ve all spent some time individually and in groups working on such problems, in the context of graph theory (“Bridges and Walking Tours”).

As a group, write an account of your experiences working on your puzzle/problem.  You should include the following elements:

  • Description of the Bridges and Walking Tours problem, in your own words.
  • An account of working on your problem as a group, from playing with the problem to formulating and perhaps proving a conjecture.  What did your group do/think/feel?  You can include examples of puzzles and solutions if you wish, as well as work by individual group members completed outside the group (both optional).  Your goal is not to go over every detail, but to tell a story that your readers will enjoy – “what was it like”?.
  • A statement of your group’s chosen conjecture, and a proof (or disproof) of the conjecture.
  • At least three images (more if you wish).  They can include images of puzzles you’ve created or solutions, but you can also be creative with images or photos related to your puzzle, your group or your story in some way.  Each image should have a caption describing.  NOTE: You may freely use your own drawings, images or photos.  If you wish to use photos from another source, they must be from a legal source (for example, Creative Commons licensed, with proper attribution – the library or your professor can help with this).
  • Basic details: the names of all group members, the date, course and section numbers, and your professor’s name.

I will be meeting with each group next Thursday, November 10th, in class.  Please be in touch with your other group members before then!  Be prepared to discuss your progress so far – at the very least, you should be able to describe how you are dividing up the work of the paper among your group.

The first draft of this assignment is due in class on Thursday, November 17.  Each group should submit one paper, of no less than 1500 words.  You may decide as a group how to divide up the work.  Be aware that you will be asked at a later time to describe your own specific contributions as well as those of each group member.

The final draft of this assignment is due in class on Thursday, December 1.

REGARDING SEMESTER PROJECT:  As you may recall from the Course Description, the semester project is worth 10% of your overall grade.  The project consists of a number of interrelated activities (many of which have already been completed) – complete details can be found on the Project Overview & Deliverables page.  The group paper assigned here forms a significant portion of the project.

Week 11 Assignments

Written work, Due Tuesday, November 8th, in class:
Chapter 9 p152: 3, 4, 5
(Chapter 10 has been extended until Nov 15: Chapter 10 p167: 1, 2, 5, 10, 15)
WeBWorK – none
OpenLab – OpenLab #7 due Thursday, November 10th
Project – Group Process paper initial draft due 11/17

 

OpenLab #6: Proof Journal

Your assignment for the next week is to try to prove the conjecture that your group created in class on Tuesday, 10/14/15.  You must spend at least 90 minutes working on this.  Trying to prove something can consist of many different activities, such as the following (you do NOT have to do all of these things – you can choose how to spend your time – they are provided for inspiration only).

  • coming up with ideas, and testing them out (for example, by creating puzzles and trying to solve them)
  • trying to understand what the conjecture says
  • trying to solve puzzles that other people created
  • trying to create puzzles (and solve them yourself)
  • communicating with other members of your group (talking, emailing, etc.)
  • trying to write down a proof
  • other stuff…

As you work, keep track of what you are doing, thinking, and feeling (this is metacognition – an idea that discussed way back in OpenLab #2).  What did you do during the time you spent?  Did you create any puzzles?  Did you solve puzzles?  Did you change your mind about whether the conjecture is true or false?   Did you have any new ideas about how to prove the conjecture?  Did you have any ideas that you gave up on?  How did you feel as you worked – were you frustrated/confused/happy/depressed? Why? Did your mood change along the way?

Assignment (Due Thursday, 11/3/15):  Submit a journal of your efforts in the comments below.  Your response should be at least 300 words.  Describe what you did during the 90 minutes you worked, and express in some way what you were thinking and feeling during the process.  Your response can include puzzles (use sketchtoy.com) or other work you did along the way.

Extra Credit.  Respond to a fellow student’s comment.  Did you do similar things? Different things? Do you have any suggestions for them? Be kind.

 

 

GROUP CONJECTURES:

conjecture3 conjecture1 conjecture4 conjecture2

Week 10 Assignments

Written work, Due Tuesday, November 1st, in class:

Chapter 8 p145: 3, 7, 18, 19
NOTE: LAST WEEK’S HOMEWORK DEADLINE HAS BEEN EXTENDED TO TUES, NOV 1:
Chapter 6 p.116: 3,4,5,8,9
Chapter 7 p129: 5, 9, 10, 12

WeBWorK – none
OpenLab – OpenLab #6: Proof Journal due next Thursday, November 3rd, in class.

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