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Archive for the 'anyqs' Category

  • Doggie Bandana, Marshall Thompson. Marshall got me good with this one.
  • Water Power Plant, Bernard. Similar to Windmill. In both cases, I'd like to know if what we're seeing would power a light bulb, a fridge, or a car. As in, I really want to know. No math teacherly pretense here. If you can help me answer that question, I am your eager student.
  • Snow, man, Patrick Brandt. I skipped this one initially, but Patrick's question has been gnawing at me since I saw it. Can anyone suggest a redesign?
  • London Eye, Edwin Ulmer. I've been looking for just this kind of clip for a long while. Three cheers for Internet-based collaboration.
  • Shoot the Gap, LDH. Recently, I expressed a sense that posting video of GGB / GSP applets tends to miss the best parts of both. This one is different.

My own listings:

At the end of a session in Toronto just now somebody asked me how much time it takes to come up with these kinds of tasks. "More or less than when you made tasks on paper?"

"Definitely more," I said. But, brother, can you see I'm trying to suppress some kind of goofy smile in Popcorn Picker? Same with Coffee Traveler, where I'm grinning off screen. At a certain point, I stopped coding this kind of production as "work." No disrespect at all if that's not your thing.

Data Dump:

Do people who upload more have higher perplexity scores? No, they don't. I would like to see an animation of those points over time, though.

Elizabeth:

Am I imagining it, or are the participants (posters and respondents) mostly male? I’d love to be wrong about this. If I’m not wrong, then why would that be the case? And more importantly, has anyone noticed whether there is there any difference in class participation between female and male students when these are used in class?

I don't ask for your gender during the registration process so it's hard for me bring any data to bear on the question. But if I allow myself some conservative guesses, it seems that at the time of this writing:

  1. the top ten most perplexing users are all male,
  2. nine of the top ten most perplexing first acts were uploaded by males.

So help me, I can't figure out how the interaction on the site (ask a question and click "skip") or the nature of the tasks (a context and a question) preferences men. The reviews are all blind, too. I'm looking at a photo. Maybe it was uploaded by Candice Director. Or maybe by Dan Anderson. It's impossible to know until later.

I'm highlighting Elizabeth's comment to see if anyone can help me figure this out. I'd rather this didn't turn into a general complaint window, though. I'm interested in locating the source of any gender bias, not in airing out any other grievances.

BTW: My adviser has done a lot of work in gender and math. I should probably check in.

Featured Comment:

Too many. A really great discussion down below. Here's a link to my summary.

  • Circle or Polygon? Scott Farrar. This thing is poised to take over the all-time list once it crosses the 25-response threshold.
  • Lemonade, Christopher Danielson. On some other site — let's call it Bizarro 101questions — Danielson uploaded a video in which he dropped a can of concentrate into each of those containers and started filling them with water.
  • Megalodon Tooth, Jake Jouppi. I know I declared a moratorium on this kind of imagery (which is all over the site at this point) but think about the size of that shark, okay?
  • Ping Pong, Bob Lochel. Great first act with strong implications for the third.
  • Roller Coaster Steepness, Tom Ward. An excellent supercut of roller coasters that asks the student to first decide which one feels steepest (that's a low rung on the ladder of abstraction) before using mathematical analysis to determine which one actually is steepest.

My own listings:

Data Dump:

Median photo perplexity: 46.
Median video perplexity: 51.

Photos own the top ten list but videos are more perplexing, on balance.

An embarrassment of riches this week. It was difficult keeping this to five:

  • Too good to be true, Scott Keltner. So is it … free … then? I give this image strong odds on provoking a class debate and highlighting some of your students' misconceptions of percent growth.
  • Car Chase, Ryan Brown. The current darling of 101questions. (12 questions, no skips, as of this writing.) Notice how the first car smacks into the second, which was hidden off-screen. That's stylish camera work!
  • Muggsy Bogues, Tony Gumbo. The question, "How much shorter is Muggsy Bogues?" is one thing. "How many different ways can you express that difference?" is another. (eg. Absolute v. relative.) Start with the first. End with the second.
  • First day of school, John Golden. "Is your height linear?" It's a striking visual and the units along the "x-axis" are identical so you have a rare moment to examine the growth of height over time using people in photographs rather than points on a graph.
  • Plinko, Michael Pershan. Yeah, great cut at the end there. Where's the wisdom in putting the biggest pay-out beneath the most likely bucket? Bowen? (Related: this image, taken from this video.)

Other notes:

  • Counting is so last winter. You'll notice that your first ten responses will generally come from the same ten-or-so people who have seen everything uploaded to 101questions and keep current on all new uploads. It's interesting to watch their tastes change. For instance, counting lots of little things used to be a lot of fun for this crowd, but now, as Tony Gumbo's Bryant Denny Stadium can attest, counting is out. (Which isn't to say that rating won't pick up once more casual users check in, just that the obsessives have made their decision about counting.)
  • Speaking of obsessives, Andrew Stadel has written a great tutorial for getting the most out of 101questions.
  • Veggie Juice swings for the fences. You decide where it lands.
  • Closing. Timon Piccini's Cab Ride is the first first act to "close," which means 100 people responded to it. Now it goes to the very bottom of the pile on the homepage, where it'll only be seen once people have seen everything else. Initially, I thought first acts would close in a matter of hours after being uploaded. That was naive. It took months.

Plus my own listing:

Featured Comment

Ryan Brown:

At this point, I’ve posted about 300 questions. I’ve noticed that I’ve kind of changed my approach for coming up with questions for other people’s items. Rather than try to guess the question that fits as math teacher, I’m trying to put myself in the shoes of a 9th grader and decide “will they find this perplexing”? Fuzzy pictures: skip. Small font items like receipts and print advertisements that are full of numbers and words but no overtly visual content: skip. I’m also noticing that I’m beginning to skip items that are repeats of previously seen items – even just same genre items like super large ________. Initially, the questions were leaping right out at me. But now I feel like the student who says “oh, we’re doing this again.” No longer perplexed if I know what the teacher wants me to say. (Full disclosure: 2 of my 7 uploads are “world’s largest ______” related). Am I too harsh here, or are other people taking a similar approach?

I’m also finding a difference between “perplexing” and “interesting”. There’s a ton of stuff out there that is very cool and very interesting (intricate artwork, geometric designs, etc), but there is no obvious solvable mathematical question that is just begging to be asked. I skip those every time.

Here is a picture of a fountain from Pearson's Common Core Geometry iBook. (Full disclosure: I consult with Pearson.)

Given ten tries, you'd never guess the question connected to that image: "What is the measure of the arc of the circular basin of the fountain that will be in the photograph?"

Same with this line from problem 23 on page 351:

Campers often use a "bear bag" at night to avoid attracting animals to their food supply.

It is followed by:

Are angle one and the given angle alternate interior angles, same-side interior angles or corresponding angles?

Not only will those questions fail to interest many of my students but they're also unnatural and disconnected from the context to which they are attached. The fountain doesn't want that question. The bear bag has no use for its question. Students notice that disconnect. Some have fully internalized that disconnect and concluded that math is some alien, otherworldly thing they'll survive and then forget as quickly as possible.

What Do We Do?

Not this:

Over at Dan’s site people have been discussing these last set of questions and we find, naturally, Dan promoting his brand of “Make the prompt scream the question you are looking for” …

I hear it too often in emails, tweets, and conversations after conference sessions:

"I asked them what questions they had and they asked the one I was looking for!"

Just ask it.

"It took some time but I prompted them a little and they asked the question I wanted them to focus on!"

Just ask it.

"They guessed the question I wanted them to ask!"

Just ask it.

Just ask the question. My point has never been that you should never ask questions rather that you should ask questions with some certainty they will be interesting and seem natural to your students.

How can you tell in advance that a question will be interesting or seem natural to your students? Ideally, I'd have a room full of students I could run ideas past — an on-call focus group. I'd punch a button and they'd snap to attention. Then I'd introduce a context and a question and they'd give me a thumbs up or down. (Standard disclaimer: math is a context.) Maybe they'd suggest other, more interesting questions. That would be great — all of it — but I don't have those students on call. I have you guys instead, and that's way, way better than nothing.

But just because the football player runs through tires on the scrimmage field doesn't mean he runs through tires on game day. See? 101questions is our scrimmage field. It isn't the game itself.

BTW: Avery Pickford has some smart writing along these same lines.

Previously: Unnatural Currents

Featured Comment

Mylene:

Inquiry-based science teaching sometimes gets bogged down in similar games of "guess what the teacher wants you to say."  Almost as frustrating as known-answer questions are these, which I shall start calling "known-question answers."

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