# Re: Another Desmos feature

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## Re: Another Desmos feature

 I get it now. You are looking for specific ideas for you, and not necessarily for general classroom uses for Desmos. I don't feel qualified to tell you what works in your special summer classroom. Actually, the one with the best chance of success might be something like the self-checking exercise(see the repost below). Depending on your goals something like this - at a proper level of content - could increase students' involvement time. What I am saying is that the students might start some activities with you and use Desmos to check and correct their work... I hope your summer session is a success! Richard > > > > > > > > He had his students solve a number of 'two > > > equation, two unknown' problems > > > > algebraically. The students' homework > assignment > > > was to check each problem > > > > graphically using Desmos (or a graphing > > > calculator). They had to correct > > > > the ones with mistakes algebraically. He said > he > > > liked this for two > > > > reasons. First, the students had to find their > own > > > mistakes. Second, for > > > > the problems with no solutions or an infinite > > > number of solutions, he liked > > > > the graphical feedback that Desmos provided. > "Mr. > > > Jones, I thought I made a > > > > mistake when I only saw one line, and then I > > > realized that since there were > > > > an infinite number of answers, they were > actually > > > two versions of the same > > > > line. > > > > > > > > Richard
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## Re: Another Desmos feature

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## Re: Another Desmos feature

 In reply to this post by Richard Strausz Lou Talman says: >It's gilding the lily to do so. Mathematics is already a game! And reflecting on the time and energy that kids will put into games---sports in particular, but video games as well---may be a personal investment that will repay a teacher. I suppose probability should be mentioned here - I'm too tired from yard and garden work to do so. (That's not clearly a "game" though we could find some affinity between math and gardening I think. It took me a long time to find gardening a good use of time.) Going on, its certainly a fine line between puzzles and games, and mathematics is certainly about puzzles. I'm all on-board the game wagon as well. Cheers, Joe N
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## Re: Another Desmos feature

 In reply to this post by Richard Strausz Yes, sort of.  I think I will probably find a use for the paper popcorn holders (rolled the long way and the short way) and other clever ideas not directly related to calculus.  But yeah, the specific things I'm looking for are those that help lay the foundation for calculus.-TimothaOn Tue, May 12, 2015 at 12:25 PM, Richard Strausz wrote:I get it now. You are looking for specific ideas for you, and not necessarily for general classroom uses for Desmos. I don't feel qualified to tell you what works in your special summer classroom. Actually, the one with the best chance of success might be something like the self-checking exercise(see the repost below). Depending on your goals something like this - at a proper level of content - could increase students' involvement time. What I am saying is that the students might start some activities with you and use Desmos to check and correct their work... I hope your summer session is a success! Richard > > > > > > > > He had his students solve a number of 'two > > > equation, two unknown' problems > > > > algebraically. The students' homework > assignment > > > was to check each problem > > > > graphically using Desmos (or a graphing > > > calculator). They had to correct > > > > the ones with mistakes algebraically. He said > he > > > liked this for two > > > > reasons. First, the students had to find their > own > > > mistakes. Second, for > > > > the problems with no solutions or an infinite > > > number of solutions, he liked > > > > the graphical feedback that Desmos provided. > "Mr. > > > Jones, I thought I made a > > > > mistake when I only saw one line, and then I > > > realized that since there were > > > > an infinite number of answers, they were > actually > > > two versions of the same > > > > line. > > > > > > > > Richard
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## Re: Another Desmos feature

 In reply to this post by Joe Niederberger I'd not worry about some fixed universal true meaning of "game" in Plato's World of Ideas. Being of "language game" (LW) and "World Game" (RBF) heritage, I'll obviously come with my own spin, but so does everyone "mean" (i.e. "spin") in some way. Are maths "really" but language games? But what is "language" here? "Forms of life" said LW. So it just keeps on going. One spin after a next. Follow what beaten tracks you will, or go off beat. Many games to play that way too. Be unusual. It's OK. Kirby On May 12, 2015 7:47 PM, "Joe Niederberger" <[hidden email]> wrote:Lou Talman says: >It's gilding the lily to do so. Mathematics is already a game! And reflecting on the time and energy that kids will put into games---sports in particular, but video games as well---may be a personal investment that will repay a teacher. I suppose probability should be mentioned here - I'm too tired from yard and garden work to do so. (That's not clearly a "game" though we could find some affinity between math and gardening I think. It took me a long time to find gardening a good use of time.) Going on, its certainly a fine line between puzzles and games, and mathematics is certainly about puzzles. I'm all on-board the game wagon as well. Cheers, Joe N
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## Re: Another Desmos feature

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## Re: Another Desmos feature

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## Re: Another Desmos feature

 In reply to this post by Richard Strausz Why should that bother you, Wayne? You haven't taught K-12 mathematics in decades and haven't observed anyone doing so in recent memory. You have nothing upon which to report. All you do here is recycle a handful of bilious comments, all negative, about anything outside your experience. You could just number them and tell us which one you wish us to think of when real teachers post ideas and practices from their classrooms or those of other real teachers. We know already that you're going to hate anything and everything that involves technology. You would have been fun to have around when earlier tech tools were invented: Wayne on the Abacus; Wayne on the Knotted String; Wayne on the Counting Board; Wayne on the Slide Rule; Wayne on Pebbles in the Sand; Wayne on Papyrus, etc. It would make a fabulous series of curmudgeonly screeds, always calling for the elimination of the new tech as part of systematic "math avoidance." We're fortunate that the vast majority of mathematics teachers happily remain ignorant of your pronouncements and proscriptions or are indifferent to them. I shudder at the thought of losing Herb Gross' brilliant calculus revisited courses from 1970 because you determined that video tape was part of math avoidance. What you don't discuss, of course, is teaching avoidance. Might cut a little too close to home for comfort. But then, to quote you, "I'm afraid that you do not get it; moreover, that you never will." Wayne Bishop wrote: > I'm afraid that you do not get it; moreover, that you > never > will.  Instead of being inspired by some particular > demonstration > that appears to "nail it" better than other > presentations you have > seen of some particularly difficult concept or > procedure, your MO is > to look for the next presentation and present it as > something > inspired and useful.  Nearly always, they are not. >  In fact, they > usually turn out to be time-wasting math-avoidance in > place of > inspired communication of mathematics. > > Wayne
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## Re: Another Desmos feature

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