Projects
days until the end of spring semester.days until Snakes on a Plane.
Boxes unpacked
Math article project
Finished mathematical core of article. Next: Write analytical core of article.
Dummit and Foote, Abstract Algebra
Finished section 1.6 (86 to go)
Silverman and Tate, Rational Points on Elliptic Curves
FInished 2.5 (31 to go)
Conway, Functions of One Complex Variable I
Finished section 7.5 (27 to go)
Munkres, Topology
Finished section 21 (60 to go)
Royden, Real Analysis
Finished section 2.4 (97 to go)
Nonfiction book project
Todo list uptodate
Fiction book project
1443 out of 100,000 projected words written.
Top 100 novels of all time
Reading Ulysses
IMDB top 250 films
Tengoku to jigoku next in queue.
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Vito Prosciutto: Teaching community college math on the road to a PhD.
Sunday, October 05, 2003
15:43Prepping for Saturday teaching
But at this point, I'm thinking that algebra/geometry will be a lot of fun. I've made a conscious decision that the students will do proofs, even though this can't be justified within the ACTcentric framework of the program. I just think that the ability to do proofs is far too important to neglect. In fact, in general, I think that proofwriting is an essential aspect of geometry and schools which teach a proofless geometry are clearly shortchanging their students. It would be far better to spend two years on the material (or better yet two periods over one year), than to leave out the proofs.
The other thing that I've done to revise the class from the original outline is to move much of the algebra out of the lecture and into the homework. Part of each homework assignment will be a daily assignment in which the students will do an ACTstyle word problem which employs their abilities to do algebra. I'll make these a big part of the inclass quizzes and exams to make sure that they don't just skip those problems.
The trig class will still be fun. The homework assignments will be big on discovery and will have them learn some important formulas and rules by working out in a scaffolded matter the bases behind those formulas and rules. For example, finding the formula sin a+b= sin a cos b+cos a sin b can be done using some basic rules of right triangle trig that the students will have worked with in the first week and some fairly simple geometry.