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If there are no objections, I'm reenstating Morning Math. I think a
new name is in order and would like to field a couple - Math Gym,
Visceral Mathematics, Romancing Methods...<br>
<br>
Sessions will start at 7:30 AM. I will be staying and holding up the
torch until 11:30. Participants are free to come and go as the
please between those times on Tuesdays, Wednesdays, Thursday (no
pressure to show up on all days, but I will be there) with the
possibility of more days.<br>
<br>
All levels are welcome - there will always be something to do. The
vision is that despite skill levels and relative experiences, we can
all benefit from contact with each other as Mathematicians.<br>
<br>
My favorite learning environment is a boxing gym and I think that is
where our social norms should be derived from.<br>
<blockquote>* Many different styles of boxing and training -
trainers are free to take on students, students can go to new
trainers, or you can have no trainer and get bits of advice from
many people<br>
* People arriving and leaving at disparate times as opposed to
Karate classes where everyone must arrive at the same time. The
flow is mantained regardless. You tell your trainer you are
arrived and start your warm-ups. When they are available they will
teach you something or give you an exercise you are familiar with
- coming around to check on you and correct your form.<br>
* All skill levels and levels of fitness - Hanger-ons, the
elderly, novices, pros, trainers all derive social satisfaction.
Everyone is free to improve at their own pace without being turned
away from the sport. Bullying is not tolerated<br>
* Everyone is given the opportunity to teach - this advice is
trusted based on their reputation - many views abound and the
student is free to choose the styles and techniques they want to
emulate.<br>
* Instruction is given and then the student is left to practice
the motions - the memory is important - by they have to get a feel
for it on their own. They can be corrected, but the trainer is
also free to help other students.<br>
* Some routines are done in groups while others are done alone -
most can be practiced in both contexts<br>
* The right exercises are chosen to get you to the next level.
There is no set protocol for what you do each time. You are free
to choose what you do next - though others may tell you better.<br>
* No one goes in the ring without a trainer watching (the analogy
breaks down here)<br>
* Sparing is the most valuable experience as it builds your fight
intuition. We predict punches - we don't react. It takes half a
second for your brain to tell you to move - if you have to wait
you will get hit. That is why you will often take it slow or only
do defense or offense to trim your concerns. <br>
* The focus is learning. Preparing for your match.<br>
</blockquote>
<br>
The primary question I have is how to teach Mathematics the way
Music/Sports are? How do you teach intuition and problem solving?
How do groups with disparate schedules and skill levels benefit the
most from each other? I propose the following norms. (I will pare
them down over time):<br>
<blockquote>* Agreements on reading materials/problems are between
those you agreed to read with - not the entire group<br>
* You can come to as many or as few sessions as you please - there
will always be something to do. (analogous problems)<br>
* Progress and minutes are prominently displayed to bring people
up to speed without breaking the flow<br>
* Discussion groups form and disperse based on the creative
process. <br>
* It is better to ask questions than to give others the solution
when they are solving a problem. Empathize to give the right hint<br>
* It is better to try problems than to merely discuss, pencil must
move over paper (or code across screen) - experience is more
valuable than lectures.<br>
* Pictures are essential tools<br>
* Assisted/Group work is valuable for discovering the process, but
the intuitive jump or connection is up to the student<br>
* Problems can be generalized, specialized or analogous problems
chosen to keep everyone in the loop - to give and get insight as
student and teacher.<br>
* The learning zone is right beyond your current abilities, but
not so hard you have nothing to grasp onto.<br>
* <a
href="http://www.amazon.com/Talent-Overrated-World-Class-Performers-EverybodyElse/dp/1591842948">Talent
is overrated</a><br>
</blockquote>
<br>
Here are some books I would personally like to study with anyone -
in these time slots or otherwise. Suggestions are welcome :)<br>
<br>
# Good general Problems<br>
<a moz-do-not-send="true" href="http://gurmeet.net/puzzles/"
target="_blank">Delightful Puzzles</a> - Scroll to Bottom for
other great lists - These are very accessible<br>
<a moz-do-not-send="true"
href="http://www.amazon.com/The-Stanford-Mathematics-Problem-Book/dp/0486469247/ref=sr_1_1?ie=UTF8&qid=1380010455&sr=8-1&keywords=The+Stanford+Mathematics+Book"
target="_blank">The Stanford Mathematics Problem Book </a>- Has a
hint key and an answer key!<br>
<br>
# Problem Solving Techniques<br>
<a moz-do-not-send="true"
href="http://www.amazon.com/How-Solve-It-Mathematical-Princeton/dp/069111966X/ref=sr_1_1?ie=UTF8&qid=1380010351&sr=8-1&keywords=how+to+solve+it"
target="_blank">How To Solve It</a><br>
<a moz-do-not-send="true"
href="http://www.amazon.com/Mathematics-Plausible-Reasoning-Patterns-Inference/dp/4871878341/ref=sr_1_2?ie=UTF8&qid=1375257566&sr=8-2&keywords=plausible+reasoning"
target="_blank">Mathematics and Plausible Reasoning</a><br>
<br>
# History of Math<br>
<a moz-do-not-send="true"
href="http://www.amazon.com/gp/product/144196052X/ref=olp_product_details?ie=UTF8&me=&seller="
target="_blank">Mathematics and Its History</a><br>
<br>
# Applied Mathematics<br>
<a moz-do-not-send="true"
href="http://www.amazon.com/Methods-Mathematics-Calculus-Probability-Statistics/dp/0486439453/ref=sr_1_4?ie=UTF8&qid=1380010629&sr=8-4&keywords=Methods+and+Mathematics"
target="_blank">Methods of Mathematics Applied to Calculus,
Probability and Statistics</a><br>
<a moz-do-not-send="true"
href="http://www.amazon.com/Numerical-Methods-Scientists-Engineers-Mathematics/dp/0486652416/ref=sr_1_1?ie=UTF8&qid=1371662965&sr=8-1&keywords=hamming"
target="_blank">Numerical Methods for Scientists and Engineers</a><br>
<br>
# Discrete Mathematics<br>
<a moz-do-not-send="true"
href="http://www.amazon.com/Concrete-Mathematics-Foundation-Computer-Science/dp/0201558025%3FSubscriptionId%3DAKIAILSHYYTFIVPWUY6Q%26tag%3Dduckduckgo-z-20%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creativeASIN%3D0201558025"
target="_blank">Concrete Mathematics</a><br>
<br>
There is interest in studying <a
href="http://www.amazon.com/Visual-Complex-Analysis-Tristan-Needham/dp/0198534469/ref=sr_1_1?ie=UTF8&qid=1380010478&sr=8-1&keywords=visual+complex+analysis">Visual
Complex Analysis</a>. The Complex-plane is an alternative to x-y
coordinates that makes many problems much easier and more intuitive
to reason about. It was named Complex to be vindictive by
mathematicians who didn't understand its worth. AND IT USES PICTURES<br>
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