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How Do You Make A MTBOS?

I don’t have any answers here. I can only do my best to articulate the question.

The collection of tweeting and blogging math teachers we call the Math Twitter Blogosphere confuses me.

Look at this place.

  • It has a welcoming committee that organizes challenges to help new members find their feet. It also pairs volunteer newcomers with volunteer mentors. (Shout out to my mentee Lisa Garcia.)
  • It comprises thousands of blogs and Twitter accounts. Two weekly gazettes exist just to summarize the activity. (That first link is, without exception, the most valuable post of whatever week it’s published.)
  • It organizes weekly webinars with speakers and topics running across every spectrum.
  • It organizes an annual in-person conference, which sold out in two weeks last year and in eight hours this year.
  • 2016 Feb 11. It has maintained a physical booth presence at the National Council of Teachers of Mathematics’ annual conference every year for the last three years, staffed round-the-clock by volunteers.

It bears saying again: these are all volunteer efforts and self-organized.

Someone has to help me. Does the same organization and activity exist in other content areas?

If not, then why not? Each of the efforts above boasts some talented contributors – shout outs to Lisa Henry, Julie Reulbach, Sam Shah, Raymond Johnson, Tina Cardone, and the communities they lead – but I find it hard to believe similarly talented people don’t exist in other content areas. If you had to go back in time and bet that one group of teacher bloggers would break out in these amazing spasms of collaboration, admit that math teachers wouldn’t have been your first or second guess.

So how did this happen?

I don’t get it. I love it but I don’t get it.

2016 Feb 11. Helpful data? Googling “[x] teaching blog,” I find in millions of results:

160211_1

  • Math: 33.9.
  • English: 115
  • Science: 129
  • History: 73.1
  • Art: 88.9
  • Language: 91.3
  • Social Studies: 53.8

Quality, not quantity.

Featured Tweets

Featured Comments

Claire:

I think of all the disciplines, math teachers are frustrated most with status quo. Personally, I want to change my practice, but on my own have struggled figuring out how to teach differently than I was taught. I don’t have a blog of my own (yet) but have grown so much by blogs I’ve found via Pinterest, Twitter, and google searches.

Brett Parker:

I think that curriculum is a huge part. Almost all secondary math curricula include the same topics. There is much greater variation in what states and districts require for social studies or even science. Different required texts for English classes.

Nathan Kraft:

In my own district, I found it hard to find anyone with much of a passion for trying new things…those who truly wish to invest the time for self-improvement. I sometimes wonder if some of my math colleagues even really like math. I certainly don’t get that vibe from the science teachers or the English teachers. Perhaps that is why I was drawn to this community. It is out of necessity in order to find those who are equally passionate.

When Will I Ever Use This?

Click through to read John Mason response to the age-old question.

I have used this response, or ones like it, for many years with teachers when studying mathematics courses at the Open University, and I have noticed that it is only when I feel I am lost, when I lose confidence, when I feel as though I have reached my limits, that I find myself asking “why am I doing this?”

Co-signed.

They don’t actually want to know. They’re tired of feeling stupid and small.

Featured Comments

Mr. C:

Why do we need to know this? 2 words: Robot Apocalypse!

Who will reprogram the machines? Whose calculations would you trust your life with? I was sent her from the future… to be your math teacher!

Matt E:

I still love Sam Otten’s exploration of this family of questions:

https://www.msu.edu/~ottensam/Otten_2011MT_reprint.pdf

Featured Tweets

Easier said than done:

I asked my Twitter team to come up with an application of imaginary numbers to dolphins. My Twitter team did not disappoint:

In math education, the fields of handwriting recognition and adaptive feedback are stuck. Maybe they’re stuck because the technological problems they’re trying to solve are really, really hard. Or maybe they’re stuck because they need some crank with a blog to offer a positive vision for their future.

I can’t help with the technology. I can offer my favorite version of that future, though. Here is a picture of the present and the future of handwriting recognition and adaptive feedback, along with some explanation.

In the future, the computer will recognize my handwriting.

160131_1

Here I am trying hopelessly to get the computer to understand that I’m trying to write 24. This is low-hanging fruit. No one needs me to tell them that a system that recognizes my handwriting more often is better than a system that doesn’t.

But I don’t worry about a piece of paper recognizing my handwriting. If I’m worried about the computer recognizing my handwriting, that worry goes in the cost column.

In the future, I won’t have to learn to speak computer while I’m learning to speak math.

160131_3

In this instance, I’m learning to express myself mathematically – hard enough for a novice! – but I also have to learn to express myself in ways that the computer will understand. Even when the computer recognizes my numbers and letters, it doesn’t recognize the way I have arranged them.

Any middle school math teacher would recognize my syntax here. I’ll wager most would sob gratefully for my aligned operations. (Or that I bothered to show operations at all.) If the computer is confused by that syntax, that confusion goes in the cost column.

In the future, I’ll have the space to finish a complete mathematical thought.

160131_2

Here I am trying to finish a mathematical thought. I’m successful, but only barely. That same mathematical thought requires only a fraction of the space on a piece of paper that it requires on a tablet, where I always feel like I’m trying to write with a bratwurst. That difference in space goes in the cost column.

That’s a lot in the cost column, but lots of people eagerly accept those costs in other fields. Computer programmers, for example, eagerly learn to speak unnatural languages in unusual writing environments. They do that because the costs are dwarfed by the benefits.

What is the benefit here?

Proponents of these handwriting recognition systems often claim their benefit is feedback – the two-sigma improvement of a one-on-one human tutor at a fraction of the cost. But let’s look at the feedback they offer us and, just as we did for handwriting recognition, write a to-do list for the future.

In the future, I’ll have the time to finish a complete mathematical thought.

If you watch the video, you’ll notice the computer interrupts my thought process incessantly. If I pause to consider the expression I’m writing for more than a couple of seconds, the computer tries to convert it into mathematical notation. If it misconverts my handwriting, my mathematical train of thought derails and I’m thinking about notation instead.

Then I have to check every mathematical thought before I can write the next one. The computer tells me if that step is mathematically correct or not.

It offers too much feedback too quickly. A competent human tutor doesn’t do this. That tutor will interject if the student is catastrophically stuck or if the student is moving quickly on a long path in the wrong direction. Otherwise, the tutor will let the student work. Even if the student has made an error. That’s because a) the tutor gains more insight into the nature of the error as it propagates through the problem, and b) the student may realize the error on her own, which is great for her sense of agency and metacognition.

No ever got fired in edtech for promising immediate feedback, but in the future we’ll promise timely feedback instead.

In the future, computers will give me useful feedback on my work.

I have made a very common error in my application of the distributive property here.

160131_4lo

A competent human tutor would correct the error after the student finished her work, let her revise that work, and then help her learn the more efficient method of dividing by four first.

But the computer was never programmed to anticipate that anyone would use the distributive property, so its feedback only confuses me. It tells me, “Start over and go down an entirely different route.”

The computer’s feedback logic is brittle and inflexible, which teaches me the untruth that math is brittle and inflexible.

In the future, computers will do all of this for math that matters.

I’ve tried to demonstrate that we’re a long way from the computer tutors our students need, even when they’re solving equations, a highly structured skill that should be very friendly to computer tutoring. Some of the most interesting problems in K-12 mathematics are far less structured. Computers will need to help our students there also, just as their human tutors already do.

We want to believe our handwriting recognition and adaptive feedback systems result in something close to a competent human tutor. But competent tutors place little extraneous burden on a student’s mathematical thinking. They’re patient, insightful, and their help is timely. Next to a competent human tutor, our current computer tutors seem stuttering, imposing, and a little confused. But that’s the present, and the future is bright.

Need A Job?

I work for Desmos where we’re solving some of the biggest problems in math edtech. Teachers and students love us and we’re hiring. Come work with us!

January Remainders

Favorite Tweet

My Post With The Most Comments

Study: Implicit Instruction Rated More Interesting Than Explicit Instruction

My Post I Wish You’d Read From Start To Finish

Marbleslides Madness!

My Favorite Comment

Justin Brennan:

After spending 8 years as an engineer prior to teaching, I always felt that I’d include all kinds of stuff from my engineering life into teaching. However, now that I am slightly wiser and more humbled, that stuff is too specialized, only interesting to me and maybe 2 other kids on a good day.

My Favorite Post Of Yours

My New Twitter Follows

My New Blog Subscriptions

I spent an hour on The Kathleen Dunn Show on Wisconsin Public Radio earlier this week. I was disappointed we didn’t get around to my thoughts on #PackerNation and Steve Avery, but I enjoyed our conversation about math, education, and technology just the same. Even though Dunn admitted she’s uncomfortable with math, she was gracious enough to let me assign her a math problem. It was also my first time on a call-in show, and the callers did not disappoint. [Show link.]

2016 Jan 27. As long as I’m wearing my public relations fedora, EdSurge just posted my interview with Blake Montgomery.

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