Month: June 2011
Do Teachers Play with Mathematics?
Since my introduction to the twitterverse and blogosphere, I have been on the lookout for like-minded individuals who share my passion for the teaching and learning of mathematics. I have met numerous people who document their best strategies, and have already been very helpful to me. One such community of learners is the #mathchat gang that meets once a week (and re-opens discussion at a more European friendly time later in the week) to discuss a topic or theme in math education. Although it is often tough to express pedagogical beliefs in 140 characters or less, the conversation is incredibly fruitful. It was during one of the “mathchat”s that I was struck with a particularly convicting, and ironic, realization.
Shouldn’t Probability be Vague?
I have always been drawn to probability because of its mysterious qualities. Maybe it is the result of the online poker fad that swept through my high school during the NHL lockout, but the calculation of odds still grasps my attention to this day. What fascinates me the most is how simple rules such as “AND” and “OR” can quickly create a mess of a situation. What begins in high school (or earlier) as a simple fraction that predicts the toss of a coin, soon balloons into factorials, combinations, Pascal’s Triangle, and Probability Density Functions. Despite the complexity of such calculations, they are still only theoretical; anything could still happen. This is a point that I stress to my students whenever we embark on a study of a game of chance.