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The analogy Recently, I discovered a analogy about mathematical activities: what kind of writing task do you do? You just complete the calligraphy copybooks: follow the marked line with pencil. So you are not able to write free content nop form. [![](/static/files/caligrafia-mini.jpeg)](/static/files/caligrafia.jpeg) You could write a formal application [...]

On 25th August, I received the book “Flipping with Kirch. The Ups and Downs from inside my flipped classroom” by Crystal Kirch [@kirch-flipping]. I bought after seeing Global Math Department conference by Crystal Kirch [@kirch-flipping-conf]. I recommend you. I’m on page 23 (of 215) but it’s very good written with [...]

In Spain public schools, secondary teachers have a legal stablished working time per week [@caib-intruccions]: 37.5 hours per week of working time. 9.5 hours for making work at home1 28 hours for making activities in school (mandatory permanence) 20 hours of teaching in class 8 hours for library dedication, burocracy tasks, meetings2, etc. In some cases, [...]

Only when you need

I posed this problem in class: In a certain city, gas service is paying 15 € fixed a month and 0.75 € for each cubic meter consumed. a. How much do you pay for $3 m^3$? And for $5 m^3$ a. Plot the function which relates consumed cubic meters and the cost of [...]

If an athlete is running at 6.833 meters per second in 1500 meters race, at which speed she would run in 3000 meters race? This activity is very uninsteresting. It does not bring nothing to our students. How can we enrich that? In my case, I think I acomplished it incorporating [...]

I came across this problem (in castillian) from Brian Bolt “Aún más actividades matemáticas” [@bolt] which consists of finding the fastest path between two points with different velocities in various regions: As it is expressed in its solution this problem involves an optimization problem of a radical function, which obviously does [...]

Aitor's theorem

Sometimes magic happens in class: good moments of reasoning appear in classroom instantly, without any planification. Sometimes one student asks you for a reasoning validation and then you are marvelled. This happened to me two weeks ago. We were revising homework: sketching graph of quadratic functions with their concavity, their [...]

What is the difficulty we need to teach to our students? Sometimes we teach things in a hard way because our teachers, in the past, taught us this way. But perhaps we could think about why we need to teach that way. In general, we could teach one thing more [...]

I notice that this site is stored in Wayback service (belonging to Internet Archive) [@wayback-2015] on date of April 1st. This is good news because this means this site is not so unimportant. References

More books...

Recently, I bought three books: “Schools on Trial” of Nikhil Goyal @schools-on-trial for knowing what I have to change “The Best of the Math Teacher Blogs 2015” by Lani Horn and Tina Cardone [@best-blogs-2015] for knowing what I could do “De los principios a la acción: Para garantizar el éxito matemático para todos” [...]

Fa temps que cerc una manera per organitzar els meus documents de classe, sobretot una manera efectiva d’ordenar les activitats. Fins ara usava carpetes al meu ordinador, on tenia diverses activitats, separades per nivells. Freqüentment juntava les activitats en documents (sobretot en format ConTeXt). Però amb aquesta organització tenia diversos problemes: Una [...]

The use of the arithmetic mean [@wk-arith-mean] for assess people (in particular students results) is strongly used. But is it the best, or at least optimal, assessment function? What do I mean here? Perhaps we could assess students in diferent way, obtain a number (or letter [@wk-grading-by-country]) with different procedure. [...]

Com hauríem d'ensenyar

[this post is in catalan] Estic totalment d’acord amb tot el que diu Eduard Vallory i Subirà a la seva presentació del TED^xReus [@vallory-video;@ocde-principles]: "A disruptive upgrade in education" de n'Eduard Vallory @ TEDxReus (catalan) L’única pega que li veig és la legalitat: es pot assegurar que [...]

[This post is for recording how in Spain, in particular in my region, the continuing training for teachers are treated.] Types of schools In Spain there are three types of schools: a. Public schools which are funded, only, by the Government. The management of the school (norms, expenses, principal, hiring of personel, etc.) [...]

Legally, I have to teach standard deviation $\sigma$ [@boib-curriculum-ESPA]. But really I have to teach standard deviation? In low levels of secondary education I do not teach it. I teach mean deviation, $d_m$. Why: It’s more intuitive: if we want to mesure the regularity, the homogeneity of a sample, then I [...]

Teacher assessment

The custom I accustom to pass a (anonymous) poll to my students at the end of the course1. With this, my students can assess me and I can see what are my good points and what have to improve in the next course. I think this time is the only oportunity [...]

I completed the assignments of MTBoS mentoring program (aka 2016 blogging initiative) [@exploremtbos-a-new-expl]. I think it deserves an informal assessment, at least. After the MTBoS blogging initiative I got: An habit to blog weekly. This have allowed me to ponder what I have done in my classes. So I’m more aware now [...]

[This post is part of MTBoS mentoring program [@exploremtbos-a-new-expl]. This is post number #4 and is related to “My lesson” topic [@exploremtbos-week4].] Quadratics is the first unit I have to teach in ESPA 4 [@boib-curriculum-ESPA]. This is a course of adults education in Balearic Islands (Spain). What the students should know [...]

[This post is part of MTBoS mentoring program [@exploremtbos-a-new-expl]. This is post number #3 and is related to “Questioning” topic [@exploremtbos-week3].] “What would you need for making a shoe fabric in your town?“. This is the first question I ask to my students when I start the statistics unit. They answer several [...]

[This post is part of MTBoS mentoring program [@exploremtbos-a-new-expl]. This is post number #2 and is related to “My favorite” topic [@exploremtbos-week2].] I work in an adults school. My official curriculum [@boib-curriculum-ESPA] stablishes that my students of the last course, ESPA 4th1, have to make an scholar’s work about anything which [...]

This post is part of MTBoS mentoring program [@exploremtbos-a-new-expl]. This is post number #1 and is related to “One Good Thing” topic [@exploremtbos-week1]. One of the aims of my official curriculum [@boib-curriculum-ESPA] is to discover regularities and patterns. Another one is to plot afine functions and knowing that the formula $y=ax+b$ [...]

MTBoS mentoring program

Some time ago, I enrolled in the MTBoS mentoring program^[MTBoS stands for MathTwitterBlogoSphere] [@exploremtbos-a-new-expl]. Yesterday, I received an email from my mentor, Stephen Cavadino [@steven-cavadino], to whom I answered. I have a lot of hope with this mentoring program and, surely, he will teach me a lot of things which [...]

Time to study

I decided to study the problem of how to pass from a lesson-based classes to task-based classes. I realized that I need books, articles or some kind of information which provides me the “theory” of how to transform my classes into task-based ones. For now, I bought “5 Practices for Orchestrating [...]

Good intentions

In summer of 2013, I attended XVI JAEM. I went to several conferences of Anton Aubanell and Sergi del Moral. When the JAEM was finished, I planned the classes for the next course. By this reason, I visited the web page of Sergi del Moral1 looking for new educational resources. [...]