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Here I am from the UBC Teacher Education Program!

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Blog Reading - Thinking of Math Textbooks

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Here is an interesting critical-thinking take on the ways that math textbooks may 'speak to' their readers (assuming that people actually do read and listen to math textbooks...) Wagner & Herbel-Eisenmann on math textbooks and the ways they may position their readers Please read this thought-provoking article and blog on: •How you respond to the examples given here -- as a teacher and as a former student •What are your thoughts about the reasons for using/ not using textbooks, and the changing role of math textbooks in schools? The author gave an example that TMM's initial "investigation" whose instruction included much more exclusive imperatives (or "scribbler" imperatives such as "write", "calculate" and "copy" ) than inclusive imperatives ("thinker" imperatives like "describe", "explain", "prove"). I agree that it is appropriate to scribble before thi...
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Reading & response: From Indigenous mathematician Ed Doolittle

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Doolittle (2018) Off the grid. In S.Gerofsky (Ed.)  Geometries of liberation.  New York: Palgrave, pp. 101-121. Please read this very interesting piece and write a blog post on it by Sunday, December 8 at 8:00 PM. Suggested prompts: Talk about 2 or 3 'stops' you had in reading this: things that stopped you, surprised you, etc. Think about how this paper might offer new approaches to Indigenizing mathematics curriculum and teaching. Does it challenge or stretch any of your ideas around this? The author questions the grid concept "We know well the benefits of using the grid, but what are the  dangers? What are the preconditions for the grid which may not be satisfied in real-world applications? What are the extremes at which the grid can  fail? What are the consequences of failure? And what are the alternatives?" This questioning process makes me think of the development of Non-Euclidean geometry which also starts from questioning the truth of Euclid's 5...
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The scales puzzle

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My first though is to figure out 4 numbers from 1 to 40 that can be added together to obtain any whole numbers from 1 to 40. So, one of the 4 weights must be 1g, which is the smallest weight. Should the next be 2g? There is only one whole number can be obtained by combining 1g and 2g, which is 3g. What about 3g? The combinations of 1g and 3g give us 2 whole numbers, which are 2g (3g-1g) and 4g (1g+3g). What about 4g? But any combination of 1g and 4g won't give me 2g. Now, 1g and 3g are the two of the 4 weights in my mind. And using a similar pattern, I figure out 9g is one of the 4 weights: Combination of 1, 3, 5: 3-1=2 3+1=4 5-1=4 5-3=2 Obviously, 5g is not a choice since numbers obtained by combining 1,3 and 5 can be obtained by combinations of 1 and 3 as well. New numbers produced by combining 1, 3 and 6 6-1=5 6+1=7 6+3+1=10 Now we have 1,2,3,4,5,6,7 and 10 New numbers produced by combining 1, 3 and 7 7+3=10 7-1=6 7+1=8 7+3+1=11 7+3-1 7+1-3 Now we have 1...
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