Tag: math

Some bits and bobs

On By Luther M. SilerIn Politics, TeachingLeave a comment

My head’s all over the place right now, so let’s do a bullet list.

  • Indiana voted on Tuesday. The Previous Occupant managed 79% of the Republican primary vote against an opponent who dropped out two months ago. I remind you that I Know Nothing About Politics before saying this, but it’s amazing how the polls say one thing and literally every other thing about this election says another.
  • Meanwhile, I was assuming my choice for Senate would lose because Indiana would choose the white guy, and they didn’t! Not only did Valerie McCray win, she won solidly, getting about 2/3 of the vote.
  • The sex pest won his primary too, unfortunately. I am probably just going to leave State Senate blank in November. Surprisingly, there is no Republican candidate, but there is a Libertarian running, and not only is he a Libertarian, he’s an engineer, which means he’s a jackass. It is possible to be either and not be a jackass but it is not possible to be both.
  • Today was a better day at school, not least because all of my knuckleheads from yesterday were excluded from class today. Today was the Math NWEA test, too, and for all indications it looks like it … went well? Possibly quite well? I won’t know for sure until tomorrow morning because it takes 24 hours for results to be fully available to teachers but damn near every kid I talked to showed growth.
  • Meanwhile, I’m definitely taking the high school Mathematics Praxis test this summer. My boss hinted that we might have enough 8th graders taking Geometry next year to be able to make a class section out of it, and I will fight anyone who tries to take that class away from me. That means I need to get licensed to teach it, though, so there’s a test to pass and some paperwork to get done. I can take the damn thing from my house, though, which is spectacularly good news.
  • I have chosen violence, and will be wearing a shirt that just says KENDRICK to work tomorrow. I’m expecting fireworks. It’ll be fun.
  • The final meeting of my little club of gay weirdos at school was today. We had a pizza party. I thought I had ordered far too much food. They each turned out to be a million locusts wearing skin suits, and everything I ordered was gone in seconds. I’m really going to miss these kids.
  • We had a fight in the hallway toward the end of the day, and I raised my voice to such a level clearing the hallway that I was hoarse for all of fifth and sixth hour. I’m hoping I can talk tomorrow.

Okay. That sounds good. I’m gonna go read now.

#REVIEW: Math In Drag, by Kyne Santos

On By Luther M. SilerIn Reading, Reviews, TeachingLeave a comment

From the “I’d have two nickels, but it’s weird that it happened twice” department: Between Kyne Santos, who wrote this really awesome fucking book, and a simply outstanding TikTok account called Carrie the One, I follow two different math-based drag queen accounts on social media, or at least I did before I killed off my TikTok account. I say an awful lot that you already know from the title and the cover whether you want to read this book or not, but let’s be real here: a book about math written by a drag queen might be the ultimate “you already know if you want to read this” book, and to be honest this is less of a review than a notification that this book exists, and you might have missed it, and if the notion of reading this book rustles your jibblies in literally any way at all you should go spend money right away.

This book is part memoir, part textbook (simultaneously of mathematics, the history of gay culture and the drag movement, and of the history of mathematics) and part adorably unhinged geek-out about how fucking cool math is. You probably need to be at least comfortable with algebra to be able to fully appreciate it, if only because it’s kind of hard to talk a lot about math without getting at least a little bit into the weeds, but Kyne’s going to be explaining what ℵ0 is at some point and if that terrifies you you should at least take a deep breath before jumping in. It’s only 233 pages, though, so even if you have a rough time with it it’s not terribly long.

Each chapter takes on some aspect of mathematics– there’s a chapter on infinity, a chapter on algebra, a chapter on what “proof” means in a mathematical context and what the difference between numbers and numerals are, and so on, and Santos interweaves their own story and the history bits into the more technical (but again, not super technical, so far as it goes) math-focused parts. I picked up a couple of things that I am absolutely going to be bringing up in class, or at least with my Algebra kids– I have my lesson plans for Monday done already, and they’re directly from an anecdote in this book about imaginary square numbers that absolutely set my brain on fire– and Santos is one of those people who can carry a lot of what could be a slog just by sheer enthusiasm for the subject matter. Again, if you’re even the least bit curious, absolutely give this a shot. It’s well worth it.

Choose your own post

On By Luther M. SilerIn Teaching2 Comments

You tell me what the worst part of my day was:

Was it the fact that once again my classes shit the bed on a test, extending my unbroken record of my classes literally having the worst performance for 8th grade math students in the entire fucking district?

Was it the fact that I had to report multiple allegations of a student having a gun, touching off all sorts of searches and a police investigation that ultimately resulted in no gun being found and a determination that the kid’s friends were just fucking with him because they felt like it?

Or was it getting punched in the fucking face, screwing up my glasses, while breaking up a fight, a fight that got started started when the kid who punched me literally attacked the wrong fucking person, someone who didn’t even know who the fuck she was, and ended with said kid being hauled off to jail in handcuffs?

Because either way I got home from work and had two more fucking hours of work to do in my office.

Child, please

On By Luther M. SilerIn TeachingLeave a comment

I’ll forgive you if you don’t see the, uh, conspicuous image-editing going on here immediately, especially on a smaller screen, but I was super excited to discover just now that this child, who was in ISS all day today, had actually been turning in missing work.

Pfah. Not only did she go through and guess on every assignment, not only did she edit her scores in an utterly incompetent fashion– there are two examples here, but she did it at least five or six times– but because she came into my class late in the quarter, she didn’t even have to do any of the assignments she failed so badly to edit her score on! The bar has been raised, here– I can’t find the post quickly, but one kid last year actually edited the source code in Safari to change his grades, and got away with it for a little while. That was good cheating. This is just lazy and sloppy. At least copy and paste the 1 that’s right there on the screen if you’re going to cheat; there’s at least a chance I won’t notice that. Fucking unprofessional. I thought I was raising them better than this.

God. Kids these days.

Yeah, well, what if I don’t wanna?

On By Luther M. SilerIn idiocy, Teaching1 Comment

Like most teachers, I absolutely fucking hate the question “When am I gonna use this?” The answer is never. Never. You, personally, as someone whose sole concern is defending your ability to remain as ignorant as much of the world as possible, are never going to use what we’re doing, because you’re never going to use anything. You live in a country that hates education and educated people, and you’re going to be forty and still using apostrophes like they’re an early defense system for the letter S, mixing up basic homonyms you should have been getting right in second grade, and telling people that you did terribly in school but it doesn’t matter because “you did all right” while hoping your shitty car gets you home to your trailer park and wondering where you’re gonna score your next dime bag from since your weed guy got arrested last week. You barely use the alphabet. You’re not gonna use algebra.

*Ahem.*

I may be a little unreasonable in my hatred of that question, actually.

I have to start teaching transformations this week, and I fucking hate teaching transformations. I have come to terms with teaching equations of lines and slope despite the disinclination of 8th graders to learn them because they genuinely are fundamental to a lot of more advanced stuff, and the correct response to an 8th grader who says they don’t wanna learn that stuff is that you don’t give a shit and you’re not about to let their futures be determined by what they wanted to do when they were thirteen and idiots. Siddown, shuddup and pay attention, you whiny little fucker.

They’re never gonna use transformations. They’re just not. I can’t even figure out what this shit leads toward in an abstract sort of way, and it depends on spatial reasoning to really be able to figure it out, and I don’t know how to teach that, and I have never once in years of teaching math been able to explain satisfactorily how to write a rule for a dilation or a reflection or especially, Jesus, fuck these things rotations, and my kids stare at me with flummoxed and slightly betrayed looks on their faces because they’re used to me making sense at least in theory and Christ do I hate this unit more than anything else in the curriculum. Ever.

I may just make a deal with my kids that I’m not gonna teach this, and they’re just gonna miss the one question that is guaranteed to involve transformations on the ILearn, and everything will be fine anyway, and the trick is don’t tell anybody that we’re watching movies and practicing fucking addition and subtraction and fractions for the next few weeks because God fuck me dead if any of these kids can add -17 and 23 without a calculator and they don’t even know how to put 1/2 + 2/9 into a calculator, much less what it means or how to figure it out. Can we just do that instead and skip this entire fucking unit? Because it really and truly and genuinely does not matter if they don’t learn this in eighth grade.

That number again

On By Luther M. SilerIn idiocy, Teaching3 Comments

The assessment I had to give this week over the Pythagorean Theorem was not written by me, nor was it written by anyone in my building, and furthermore it was split into four parts for reasons that make sense in a way but I will not be getting into here. My partner teacher and I looked at the fourth test and decided that it was much too difficult and so we decided not to count it as a test grade, but to give it anyway, since, y’know, the Lord High Muckety-Mucks want us to.

I decided to Do Science. Anyone who spends any time around teachers nowadays is fully aware of the common teacher complaint that we’ve never seen such a level of don’t-give-a-shit from our kids than we are lately, and that further the level of inability to notice things, in general, is a big problem.

You, being an adult, have likely already noticed that I wrote the fucking answers for the second assessment– yes, it was only four questions– on the board.

106 8th graders in my class completed that assignment today. 26.4% of them failed the Problem Solving portion of it, a number so close to 27% that I am considering writing John Rogers and asking him to make an addendum to his Crazification Factor. If I add in the number of students who clearly did not notice that the answers were on the board in plan and large letters– and I promise you that board is not in an obscure location in my classroom– but did not out-and-out fail, it rises to 45.3%, which is completely Goddamned insane.

One of these days, someone will figure out a way to separate kids who don’t understand something from those who simply don’t give a shit, and on that day, American education will change radically. Until then, however, I’m going to keep bitching about the notion that my job performance is evaluated by how other people act.

Just shoot me, ctd.

On By Luther M. SilerIn TeachingLeave a comment

I did something today that I’ve never done in twenty years of teaching– I would estimate, without a shred of exaggeration, that 2/3 of the teaching I did during my fourth hour was in Spanish. It was time to sit down with my newcomers and see where they were at, and the only way to do that was to communicate with them in their own language. To wit, I generated this for them:

And then I banished about half of the class from the room, sending them with my co-teacher to her classroom, mostly to cut down on the number of other kids who might want to talk to me and also to prevent a certain student from getting Valentine’s Day-related harassment, and sat down with the kids and went through a bunch of problems with them. I’m hoping that document is translated well from what I typed; based on my meager Spanish it looked okay, and the kids didn’t have questions. The boy read through it, smiled at me, and proceeded to get nearly a perfect score on his assignment with only a small number of questions, all of which, I’m proud to say, I understood; the girls are a little bit behind for 8th grade but not enough that I’m terribly concerned about it. I have English-speaking kids who, based on this one assignment, have bigger problems than they do. One of them does seem to rely kind of heavily on the other, who did most of the talking and also appeared to do the lion’s share of the work, but we’ll see how that shakes out in a couple of weeks.

You may notice, even if you don’t read Spanish, that the actual Pythagorean Theorem doesn’t appear anywhere in that document. That’s entirely intentional; I generally deemphasize the formula itself in favor of the process of figuring out a missing leg or a missing hypotenuse. They know the formula, but I treat this as mostly calculator work, and I drill the phrases “square-square-add-square root” and “square-square-subtract-square root” into their heads until they’re repeating them in their sleep. Since I didn’t have any real idea where these kids might have been in terms of their math skills I decided I’d leave it out entirely for now.

We are taking it easy tomorrow, across the board. I kinda feel like I’ve worked the kids (all of them, not just the new ones) like dogs this week, and between talking a lot more than usual and the added stress of teaching in a foreign language today, I’m ready for a day where I can wave them vaguely in the direction of a Quizizz or something else that has a chance of being fun rather than being at the board or hunched over someone’s shoulders all day. They’re picking this up pretty well so far so I think if I have a calm Thursday before a four-day weekend God will forgive me.

Halfway there

On By Luther M. SilerIn TeachingLeave a comment

After getting sick three separate times in January, I swore that I was going to make it at least to our Presidents’ Day break without getting sick again. Assuming I’m able to get up and go to work tomorrow, I’m halfway there, and seeing as how we have a field trip for half the day I probably ought to go to work. 

(It’s not much of a field trip. We’re taking them to the high school for a tour.)

But either way I appear to have made it to work every day this week, and given how shit of a day Tuesday was, I’m going to call that an accomplishment. The kids in my LGBTQ club this afternoon were particularly fun. They’re so fucking weird; it makes them all kinds of fun to hang out with. 

Hey, did you know you can embed a .pdf in one of these? Because I just dragged this thing I’m using tomorrow onto the screen and it actually looks like it embedded pretty nicely. I mostly found these people through Wikipedia, so I don’t know much about them. Maybe I’ll tell the kids I’ll give them extra credit for picking somebody and writing a paragraph about them or something. Why not, right?

black-mathematiciansDownload