May 26, 2011, 8:01 pm
As part of preparing for our impending move from Indy to Grand Rapids, my family and I have made a couple of visits to the area. These by necessity combine business with pleasure, since our three kids (ages 2, 5, and 7) don’t handle extended amounts of business well. On the last visit, we spent some time at the Grand Rapids Childrens Museum, the second floor of which is full of stuff that could occupy children — and mathematicians — for hours. This “exhibit” was, for me, one of the most evocative. Have a look:
Spinning table from Robert Talbert on Vimeo.
I asked this on Twitter a few days ago, but I’ll repost it here: In the spirit of Dan Meyer’s Any Questions? meme, what questions come to mind as you watch this? Particularly math, physics, etc. questions.
One other thing — just after I wrapped up the video on this, someone put one of the little discs rolling on the turntable…
May 12, 2009, 1:02 pm
I’ve been teaching calculus since 1993, when I first stepped into a Calculus for Engineers classroom at Vanderbilt as a second-year graduate student. It hardly seems possible that this was 16 years ago. I can’t say whether calculus itself has changed that much in that span of time, but it’s definitely the case that my own understanding of how calculus is used by professionals in the real world has developed, from having absolutely no idea how it’s used to learning from contacts and former students doing quantitative work in business amd government; and as a result, the way I conceive of teaching calculus, and the ways I implement my conceptions, have changed.
When I was first teaching calculus, at a rate of roughly three sections a year as a graduate student and then 3-4 sections a year as a newbie professor:
- I thought that competency in calculus consisted in…