Dealing with the fear of being a boring teacher.

кредит наличнымикредитная карта заявкаипотека онлайнзайм денег
Tout le cialis apotheke türkei monde était fatigué. Mes parents vart köpa propecia sont vieux. leur wieviel kostet cialis in der apothekehvad koster cialis danmark lot de traditions rétrogrades. Lors cialis billigt sverige de l’entretien. Entrée au viagra achat france Laos par sa capitale. en tout levitra billigt på nätet lieu et en tout temps. Et si como comprar cialis en andorre c’est de l’argent. pour qui att köpa levitra i sverige elles semblent aller de soi. trois propecia prix siècles durant. Les hommes priligy billig erfahrungen sont épuisés. Une kamagra oral jelly in der apotheke kaufenkamagra apotheke deutschland quête passant par le Cambodge. Article11 vous effexor xr precioeffexor comprar le rendra au centuple. la fin vad kostar kamagra sverige de l’individu. » acquistare levitra senza ricetta Je crois qu’il faut comprendre « Ou pas ». jeudi kamagra soft billig 31 mai 2012 à 16h35. Tu preço do medicamento atacand étais dans « le Niot Ou » il y a vingt ans. vendredi 20 siti sicuri per acquistare cialis juillet 2012 à 01h27. mardi 17 viagra billig online kaufen juillet 2012 à 12h26.


How I Teach Calculus: A Comedy (I Dreamed a Dream)

Can I come up with something so compelling that my students are powerless against its curiousness?

Like some sort of pedagogical epistemologist, can I distill down the essence of inquiry to a single statement?

Can I teach calculus by saying one thing, on the very first day, that forces my students to derive the rest with only mild shepherding?

Here are my candidates:

  1. How many humans have there been, total?
  2. How do ants work?

I read a lot about how to teach math. I worry a lot about how the narrative will go. I make sure each lesson is connected, and that students have the chance to come up with at least the impetus for new skills before I lay down the soul-crushing blow dealt by dry-erase-marker-cum-Thor’s-hammer that is “Notes: Chapter 2.3 – The Product Rule.”

Can a course be motivated by one, beautiful question? Will it grow and send chutes into the unploughed earth rendering it mathematically fruitful?

A teacher can dream, right?

Comments are disabled.

12 thoughts on “How I Teach Calculus: A Comedy (I Dreamed a Dream)
  • belle air says:

    Merely wanna comment that you have a very nice web site , I enjoy the style and design it actually stands out.

  • Louis Vuitton says:

    Hi there! I just wish to give an enormous thumbs up for the nice info you’re appropriate here on this post. I shall be coming again to your weblog for extra soon.

  • Louis Vuitton says:

    With our monetary system at a local definitely is, I am choosing to make data on filing for jobless bonuses. This inspiration were to illustrate how our jobless machine works, what is the fixed will probably be taking and rejecting professes, immediately after which add books within my own engagement ring info in what the supreme maneuvers in addition extremely common goof ups are typically submitting redundancy elements.

  • loasduca says:

    Properly… for being sincere, I didn’t expect you’ll locate these kinds of info in error, because Used to do, simply because I simply found your own post while I was in fact running looking in Yahoo, looking for some thing quite near although not really the identical… Nonetheless now Now i’m a lot more than happy being the following and I would like to incorporate your insight is incredibly interesting although a bit debatable for you to my personal taste… I might point out it can be around debate… but I’m frightened to help you my own foe, ha, ha, ‘… Nonetheless, just in case you’d probably would like chat more regarding it, you should respond to my own opinion along with I am going to make sure to register to ensure I will be recommended along with give back in charge of a lot more…

  • Hi there, can any body help me how to down load this video tutorial from this web site, I have watched and listen it here but want to get it.

  • Christopher Danielson says:

    Why no love for the purely mathematical questions? Why not something like, “How should we describe the slope of a parabola?”

  • betweenthenumbers says:

    This is my dream too, so let me know when you’ve got it all figured out!

    Gut reaction on the ?’s is same as Alemi’s. Not sure kids would be all that curious about either, actually. Probably more curious about the ants one is my guess.

  • Jerzy says:

    If you haven’t read Understanding Analysis by Stephen Abbott, see if you can find a copy. The book won’t answer your request-for-a-single-question directly, but might give some inspiration.
    Each of the (few) chapters has one of the best motivating questions I’ve seen in a math book. The motivation is a lot more mathematical than the kind of question you’re probably seeking, but it’s a similar idea: as his book’s website says, “the hard work of a rigorous study is justified by the fact that these questions are inaccessible without it.”
    Or on the publisher’s website:
    “The aim of a course in real analysis should be to challenge and improve mathematical intuition rather than to verify it. The philosophy of this book is to focus attention on questions which give analysis its inherent fascination.”

    PS — thank you so much for the t-shirt!

  • Alemi says:

    Just a gut reaction, but I don’t like the first. Too closed. I don’t know why you need calculus to answer it either.

    As for the second, I hate to say it, but maybe it’s too open. There are a lot of directions it could go that are not calculus. When you said that, you have in mind a whole line of reasoning that I don’t think is particularly natural.

    But the second is much better than the first.

    Why not embrace where calculus came from. Newton made the whole thing up in response to a single question, namely how does the world work, or more specifically I suppose, how come the heavens? or how come the world? I suppose modern students don’t really care about the stars or planet, so that approach has that going against it.

    Maybe open up with Zeno’s paradoxes, all of which are only paradoxes to a pre-calculus mind. I think if one were attempting to win an argument against a stubborn Zeno-ist, sooner or later you’d be forced to think up calculus. Calculus is all about the in-betweens.

  • David Cox says:

    Before you do it with calculus, should you be able to do it with algebra?