25 Oct 2010

Making my garden grow






So concerned was I about whether the negative experience I had the other day was a one-off or not, I asked my twitter pals if it was normal to have members of the team not as forthcoming as others.

One twitter pal sent me this Japanese proverb:

"You don't make your garden grow by watering the rocks."

He advised me to spend my energy where it will make a difference.

I've had this on my mind for three days now, and I know in my heart he is right. Work with the people who want to be involved, who will make a difference, who will try things just to see if they work or not.

I shall make sure I don't water the rocks!

A letter from the Principal

A letter arrived yesterday from the Principal of my school, regarding our recent inspection.

In it, it said that "in recognition of your continued performance of achieving GOOD or better....." then it goes on to say I wouldn't be formally observed for some time, and would not be expected to provide anything more than an 'updated planner'.

I was confused. GOOD OR BETTER??? So this meant my lesson wasn't bad at all? I felt like cheering and shouting at the top of my voice "I'm not a rubbish teacher..."

It was a really exciting feeling to have received that letter, and I was so grateful to the Principal for sending it!

And then, as ever, I was brought back to earth with a bump.

My Head of Department said he may have reason to believe that maybe people weren't getting the right letters. Maybe there was a mix up? I don't know if he knows what my lesson was judged at, but he hasn't told me that directly.

So am I a 'good' or not? Is the letter meant for me or not? Will I need to be formally observed as soon as we return after half term or not?

Aaaaaggggghhhhhh...............

Uni Emails

I've just logged in to my uni emails for the first time and I'm wondering if I'm not listed as someone else. I've got lots of emails regarding Primary PGCE and a rather worrying one about not having completed my maths audit.

Then there's the ones that look strangely administrative, such as booking hospitality catering and one for 'colleagues' regarding Guidance for External Examiners.

I might be completely wrong and everybody's getting the same, but it doesn't feel like it! I did consider sending an email to one of the senders to check if they have me on the right mailing lists, then I though "Nah, let's see what other emails come my way!"

23 Oct 2010

Great Maths Teaching Ideas blog

Here's a link to another blogger's site, called Great Maths Teaching Ideas, and it really does what it says on the tin!

There are ideas on there that have really got me thinking about my own practice, and indeed my own area of responsibility - Key Stage 3 Maths. My dream outcome of my post would be for me to get the other teachers in the department to teach via process skills rather than traditional content based lessons.

For that to happen, I need to be the one to provide resources (at least initially), to give training and to inspire others.

I must start this by planning a few units of work myself, with resources attached, to show teachers how it should be done. Hopefully then, with the ball rolling, we could all work together to create new, inspiring schemes, which would not only improve the learning of the children, but their engagement also.

Ten of the greatest: maths puzzles

In the MailOnline today there is an article about the greatest maths puzzles from history. As my MA assignment is to research how mathematical problems are solved, I'm reading this with interest.

I've copied the article below - but I'm not entirely sure if that's allowed. I'll happily take it down if that is required of me!


1. ARCHIMEDES' STOMACHION, c250 BC 

In 1941, mathematician GH Hardy wrote, 'Archimedes will be remembered when (playwright) Aeschylus is forgotten, because languages die and mathematical ideas do not.' Indeed, the ancient Greek geometer is often regarded as the greatest scientist of antiquity. 
In 2002, maths historian Reviel Netz gained a new insight into a treatise by Archimedes concerning a puzzle called the Stomachion. Examining an ancient parchment, he discovered the puzzle involved combinatorics - a field of maths dealing with the number of ways a given problem can be solved. 
The goal of the Stomachion is to determine in how many ways 14 pieces can be put together to make a square. In 2003, mathematicians determined that the number is 17,152. 





2. WHEAT ON A CHESSBOARD, 1256 

The problem of Sissa's Chessboard, discussed by the Arabic scholar Ibn Khallikan in 1256, has been used for centuries to demonstrate the nature of geometric growth, and is one of the earliest puzzles involving chess. According to legend, King Shirham agreed to give a reward consisting of a grain of wheat on the first square of a chessboard, two grains of wheat on the second square, four grains on the third, and so on for the 64 squares. However, he didn't realise how many grains would be awarded. One way to determine the total is to compute the sum of the first 64 terms of a geometrical progression, 1 + 2 + 2<2> + ... + 2<63>, or 2<64> - 1, which is 18,446,744,073,709,551,615 grains of wheat. This would fill a train reaching 1,000 times around the Earth. 

Tower of Hanoi

3. TOWER OF HANOI, 1883 

Invented by French mathematician Edouard Lucas in 1883, the Tower of Hanoi is a puzzle featuring several discs that slide onto any of three pegs. 
The discs are initially stacked on one peg in order of size, with the smallest at the top. The goal is to move the entire starting stack to another peg. 
You can only move one disc at a time, removing the top disc in any stack and placing it at the top of another. 
A disc cannot be placed on top of a smaller disc. The smallest number of moves turns out to be 2<n> - 1, where n is the number of discs. This means that if 64 discs were used and moved at a rate of one per second, finishing the puzzle would take roughly 585 billion years. 


Rope around the earth puzzle

4. ROPE AROUND THE EARTH PUZZLE, 1702

This gem from 1702 shows how simple intuition may fail us. Imagine you're given a rope that tightly encircles the equator of a basketball. How much longer would you have to make it for it to be one foot from the surface at all points?
Next, imagine we have the rope around the equator of an Earth-sized sphere - making it around 25,000 miles long. How much longer would you now have to make it for it to be one foot o ff  the ground all the way around the equator? 
The surprising answer is 2pi (or approximately 6.28) feet for both the basketball and the Earth. If r is the radius of the Earth, and 1 + r is the radius in feet of the enlarged circle, we can compare the rope circumference before (2pir) and after (2pi(1 + r)). 



5. KONIGSBERG BRIDGES, 1736

Graph theory is an area of mathematics that concerns how objects are connected, and often represents problems as dots connected by lines. One of the oldest problems in graph theory involves the bridges of Königsberg in Prussia (now Kaliningrad), linking both sides of a river and two islands. In the early 1700s, people wondered if you could walk across all seven bridges without crossing any bridge more than once, and return to the starting location. In 1736, Swiss mathematician Leonhard Euler proved this was impossible. Today, graph theory is used in the studies of chemical pathways, tra ffic flow and the social networks of internet users. 


Prince Rupert
Prince Rupert asked: what is the largest wooden cube that can pass through another cube with one-inch sides?

6. PRINCE RUPERT'S PROBLEM, 1816

In the 1600s, Prince Rupert of the Rhine asked a famous geometrical question: what is the largest wooden cube that can pass through another cube with one-inch sides? Perhaps surprisingly, a hole can in fact be made in one of two equal cubes that's sufficiently large for the other cube to slide through - without the cube with the hole falling apart. 
Today, we know that a cube with a side length of 1.060660... inches (or smaller) can pass through a cube with one-inch sides. This solution was found by mathematician Pieter Nieuwland and published in 1816. If you hold a cube so that one corner points towards you, you'll see a regular hexagon. The largest square that will squeeze through a cube has a face that can be contained within this hexagon.


Fifteen Puzzle

7. FIFTEEN PUZZLE, 1874 

The Fifteen puzzle caused a real stir in the 19th century. Today, you can purchase a variant of the puzzle with 15 squares (tiles) and one vacant spot in a 4 × 4 frame. At the start, the squares show the numbers 1 through 15 in sequence and then a gap. In a version of the puzzle in Sam Loyd's 1914 Cyclopedia, the starting configuration had the 14 and15 reversed. The goal was to slide the squares up, down, right and left to return them to the correct order. In his Cyclopedia, Loyd claims a prize of $1,000 was offered for a solution; alas, it's impossible to solve the puzzle from this starting position. The original game was developed in 1874 by New York postmaster Noyes Palmer Chapman.

8. THIRTY-SIX OFFICERS PROBLEM, 1779 

Consider six army regiments, each consisting of six o fficers of diff erent ranks. In 1779, Leonhard Euler asked if it was possible to arrange these 36 o fficers in a 6 × 6 square so that no row or column duplicates a rank or regiment. Euler conjectured that there was no solution, and French mathematician Gaston Tarry proved this in 1901. The problem has led to significant work in combinatorics (see 1). Euler also conjectured that this kind of problem could have no solution for an n × n array if n = 4k + 2, where k is a positive integer. This wasn't settled until 1959, when mathematicians found a solution for a 22 × 22 array. 



Rubik's Cube

9. RUBIK'S CUBE, 1974 

The Rubik's cube was invented by Hungarian sculptor and professor of architecture Ernö Rubik in 1974.
By 1982, ten million cubes had been sold in Hungary, more than the population of the country. It's estimated that over 350 million have now been sold worldwide. The cube is a 3 × 3 × 3 array of smaller cubes that are coloured in such a way that the six faces of the large cube have six distinct colours. 
The 26 external sub-cubes are internally hinged so that these six faces can be rotated. The goal of the puzzle is to return a scrambled cube to a state in which each side has a single colour. In total there are 43,252,003,274,489,856,000 different arrangements of the small cubes. If you had a cube for every one of these 'legal' positions, then you could cover the surface of the Earth (including the oceans) about 250 times. 



Barber Paradox

10. BARBER PARADOX, 1901 

In 1901, the British philosopher and mathematician Bertrand Russell uncovered a possible paradox that necessitated a modification to set theory. One version of Russell's Paradox involves a town with one male barber who, every day, shaves every man who doesn't shave himself, and no one else. Does the barber shave himself? The scenario seems to demand that the barber shave himself if and only if he doesn't shave himself! 
Russell realised he had to alter set theory so as to avoid such confusion. One way to refute the Barber Paradox might be to simply say that such a barber does not exist. Nevertheless, mathematicians Kurt Gödel and Alan Turing found Russell's work useful when studying various branches of mathematics and computation.




Read more: http://www.dailymail.co.uk/home/moslive/article-1284909/Ten-greatest-Maths-puzzles.html#ixzz13BobV44Z

22 Oct 2010

Are there some teachers born to moan?

Last night I had a very long year 11 parent's evening and I potentially was the last teacher in the school to finish (I teach 61 year 11 with 30 interview slots and lots of the other teachers overran, which had a knock-on effect on the rest of us.  I, too, talk too much, so played a part in the overrunning, probably)

Today was an INSET day, dedicated to performance management. As most teachers would only be involved in a 45 minute meeting during the day, the HOD devised a timetable of useful activities for everyone.

The first session was to design summative assessments for years 7 and 8 for the half term just gone. Having experienced this 'all sit down together and write tests' before it was the last thing I wanted to do - and I was to lead it!

So after my long, long day at school, I went home and started getting a few tests together. I wasn't actually creating the questions, but getting them from Testbase, ensuring a fair coverage of levels and topics we've done over the last seven weeks. It took me quite some time, and I finished very late, but I believed it to be worth it as the other teachers would be able to go away and work on their own thing instead of sitting around for a couple of hours writing tests!

Sadly, 'twas not to be. Most of the department were quite happy to use the tests, but there was a small contingent who decided to pick holes in the tests. The main problem - not easy enough.

This is despite the fact that I had ensured the tests started at level 3 - the average level of a 9 year old! They were also 'too wordy' and one included a currency unknown to the children (which was irrelevant in the context of the question!)

I'll leave out the detail but I had some very supportive comments from lots of the team about the negatives, and the negatives created their own easy test.

What to do next half term? My gut feeling is to create my tests again in the same way and if others want to do their own thing for the very bottom end then let them. The trouble with that is that tests for Key Stage 3 are my remit, so technically I should decide who takes what test.

I don't think the problem was anything to do with the tests. It was just something to pick holes in. I think I need to learn very quickly about departmental politics!

20 Oct 2010

#mathsjam

I fear I may have talked myself into attending a maths conference.

It's called MathsJam and it's in Staffordshire on the 13th and 14th of November (so would involve an overnight stay).

The promo says:

The MathsJam is an opportunity for like-minded self-confessed maths enthusiasts to get together and share stuff they like. Puzzles, games, problems, or just anything they think is cool or interesting.


It's not cheap, and would involve quite a train ride, but the more I think about it the more I'd like to go. It's run by some pretty inspirational people in the mathosphere, and I think it may be great for my own professional development (even if it has nothing to do with schools).


What is it for?
It seems to me as if it's a UK version of the 'Gathering for Gardner', a U.S. event celebrating the like and work of Martin Gardner who sadly died recently.


I've reserved a place, but am yet to pay, so technically could pull out, I'm not sure. My biggest fear is that it will be FULL of real maths people, and I'll seem somewhat unintelligent in comparison. I could get round that part by staying quiet for most of the event, but what happens in the evening when you are expected to mingle, to talk, to exchange?