Data Sleuthing

Khan Academy Idaho is a grant-funded initiative to help K-12 teachers in Idaho integrate digital devices and the Khan Academy program into their math classrooms. Yesterday I gave a keynote there called “Between a Rock and a Hard Place” about (1) the challenges facing math educators and (2) Data Sleuthing, a way to encourage math curiosity and data literacy in students.

Resources from this presentation:

Homework from the Presentation

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Teaching Math with Technology (Discussion Panel)

While I was at Wolfram Alpha Homework Day, I participated in a Panel Discussion about the Myths about Teaching with Technology. The panel ran 30 minutes and was mediated by Elizabeth Corcoran. There were three of us (all women, weirdly enough), Debra Woods, a mathematics professor at the University of Illinois at Urbana-Champaign; Abby Brown, a math teacher at Torrey Pines High School; and myself.

I no longer remembered anything that I said in this panel, so it was fun to watch the discussion from an outside point-of-view. I am glad to see that I talked about the value of play during the discussion, because I am finding more and more that introducing play (and exploration) back into learning makes a big difference in engagement and in retention of the subject.

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WolframAlpha: Recalculating Teaching and Learning

For at least a decade, we have had the ability to let CAS software perform computational mathematics, yet computational skills are still a large portion of the mathematics curriculum. Enter Wolfram|Alpha. Unlike traditional CAS systems, Wolfram|Alpha has trialability: Anyone with Internet access can try it and there is no cost. It has high observability: Share anything you find with your peers using a hyperlink. It has low complexity: You can use natural language input and, in general, the less you ask for in the search, the more information Wolfram|Alpha tends to give you. Diffusion of innovation theories predict that these features of Wolfram|Alpha make it likely that there will be wide-spread adoption by students. What does this mean for math instructors?

This could be the time for us to reach out and embrace a tool that might allow us to jettison some of the computational knowledge from the curriculum, and give math instructors greater flexibility in supplemental topics in the classroom. Wolfram|Alpha could help our students to make connections between a variety of mathematical concepts. The curated data sets can be easily incorporated into classroom examples to bring in real-world data. On the other hand, instructors have valid concerns about appropriate use of Wolfram|Alpha. Higher-level mathematics is laid on a foundation of symbology, logic, and algebraic manipulation. How much of this “foundation” is necessary to retain quantitative savvy at the higher levels? Answering this question will require us to recalculate how we teach and learn mathematics.

There are two videos embedded in the slideshow. You should be able to click on the slide to open the videos in a anew web browser. However, if you’d just like to watch the video demos, here are direct links:

Note that I’ve turned ON commenting for these two video demonstrations and I will try to load them into YouTube later this weekend.

There are several other posts about Wolfram|Alpha that you may want to check out:


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Implications for Math Instructors

They say a picture is worth 1000 words.  Then here are about 15,000.

I’ve taken screenshots of several examples of the algebra through calculus that WolframAlpha will do.

You can see the album of screenshots here.

I’ll let you see the implications for yourself.

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What if there was a Google for Math?

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