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.
Thursday, January 22, 2004
20:30An interesting grading exercise
So I decided when grading the quizzes to go one beyond my usual questionbyquestion tally of points (which is useful in itself) and I kept a tally of why students lost points.
The tallies themselves weren't terribly interesting, but the experience was very helpful as it made me think a bit more about what was going wrong and what to do about it. What I found as significant problems:
 In both classes it was a bit too common for students to do things like x^{2}+x^{3}=x^{5}
 Another thing that seemed to cause difficulty was remembering to correctly change the signs on polynomial subtraction.
 I also saw a lot of students who would not find 5 + 5 = 0 or who would do 1 +7 = 6 rather than 6.
 I found a lot of careless arithmetic errors as well, for example, 2x + x = 4x. I'm sure that the kids can do the arithmetic, but the pressure of a timed math problem gets to them. Some practice on this sort of thing would be helpful (tip for those teaching K8 math, it might not a bad idea to have daily timed math drills).