Reflections on OAME #1

“Developers who understand the whole stack are going to build better applications.” -Mike Loukides


What a whirldwind of a week so far. Monday – interview for a recurring role at the college in BC. Tuesday – an affirmative nod that I will be back again (and again and again… hopefully) for a few more years with the college. Wednesday – fly to Ontario and commute to Kingston, all while ceremonies for the faculty awards I was a finalist for are occurring.

Thursday – Day #1 OAME.

The Humanness and Non-Linearity of Teaching

Matthew consistently reminds me that learning is non-linear and messy and that the process of learning is interesting. As teachers we need to accept and be aware of the non-linearity of our learners. One thing to remember is that we have all used mathematics so many times that the act of going through the consolidation process is already complete in our minds, so we tend to forget (as humans do with information that is not being used semi-consistently) what this process feels like. Oddly enough, I was reminded of the joys of being a student at dinner tonight with a good friend of mine taking the MMT program through UWaterloo. What an interesting role to be in – one where you are once again the learner. What an excellent way to gain perspective, remind ourselves to be humble and to accept the human element of being a teacher.

How Many Fermi Problems Can One Find in a Calculus Class?

I also began wondering what Fermi problems would look like in a Calculus class? Can one realistically develop a Fermi problem to discuss estimation with derivatives – or is there a certain magnitude component to a Fermi problem that allows it to escape more complex mathematics? I feel like making a Fermi problem related to derivatives would be awkward, but I’m open to suggestions and thoughts.


So interesting and fitting that I attend my next session on transitioning through high school mathematics to college / university mathematics –  as I recently transitioned out of a fairly precarious work environment into a very accepting one. It has been very interesting to see the amount of freedom and flexibility (within certain constraints, of course) that I am able to bring to the table at the college. For example some things that I have tried, that definitely would have been a no-go in my previous position, are: open book assessments, collaborative assessments (groups and pairs), an Amazing Race (calculus-style), take-home assessments, and a final exam consisting of mathematical stations. One day I will get around to blogging about the latter two, but until then I will leave you to ponder about the possibilities.

One thing that caught my attention is how sessions like this often boil down to both sides (secondary teachers and post-secondary teachers) complaining about the lack of content knowledge or skill sets of students. However, recall that students (because they are humans) are naturally going to forget mathematical information because they are not like us and are not using this information on a semi-regular basis. So, to me, the real question that needs to be asked is what methods are we putting into place to help students decrease the amount of forgetting that is happening as they transition from high school to university, and how can both sides contribute?

An Interleaved Approach to Interleaving

What can I say. Jamie and I work probably too well together. But in all honesty, I was extremely happy with what we were able to bring together considering that we were several provinces away from each other (how cool is a cross-country collaboration? It’s pretty cool, not gonna lie.). Many thanks to Doug Rohrer for his insight into interleaving and mathematics, as well as Yana & Fabian from the Learning Scientists for all of their hard work in making interleaving sexy and making a very accessible spreadsheet resource. If you want to know more about my interleaved project at the college, you can read my blog posts here, here and here, view our slides from our presentation, or connect with me via email. I’d be happy to discuss interleaving anytime.

There’s Something about Meyer

What is it about Dan “full-stack” Meyer that hits you at your core? There is definitely something about the way he thinks about the process of teaching and learning that leaves you walking away thinking “Yeah, that makes a lot of sense.” In Kingston, he spoke of lessons that should involve more action words than simply recall and compute. However, it does leave me wanting. I wonder if it is realistic for all knowledge to be consolidated this way? If yes, there is no argument to be had. If no, I wonder if there exists an optimal strategy that involves both the process he explained mixed in with something else?

My intuition tells me that cognitive science plays an important bit here, and it feels connected to Lucy’s book, where we learn that one of the Asian educational systems she visited had an interesting strategy toward mathematics learning. First, the teacher would ensure that students had appropriate background knowledge, typically done through a direct instruction method. After this, the teacher would break students up into groups, each tackling a challenging problem that hey had never seen before, and might contain the topics learned at the beginning of class. Discussion of the problems followed at the end. This feels about right to me: (1) introduce students to the tools they may need, perhaps done in an interleaved fashion, (2) work through a more complicated non-routine problem involving some of the concepts we wish for our students to recall within this process that Dan describes. Anyone looking to co-create a study involving these aspects, hit me up.


One Comment on “Reflections on OAME #1

  1. In Kingston, he spoke of lessons that should involve more action words than simply recall and compute.

    It’s not hard to write questions that involve possible answers, such as “Suggest a savings plan for X”, and they are fairly standard in my curriculum, That involves computation, but then Maths without computation anywhere isn’t really Maths.

    Fermi problems in Calculus are easy enough to design provided you are prepared to give some actual numbers from which to then make reasoned models which you might differentiate or integrate: 1) what is the current speed of the Voyager I spacecraft? 2) what is the area enclosed by the St Louis Gateway Arch? 3) how many babies are born each day in the US given the known increase in population between 2000 and 2010?

    Liked by 1 person

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