HDTenEightyP/NetNews huggingface dataset:
From: Sara.Meeker@f9.n3400.z1.fidonet.org (Sara Meeker)
Newsgroups: k12.ed.math
Subject: DOING HOMEWORK IN SCH
Date: Wed, 23 Dec 92 14:20:00 PDT
Organization: FidoNet node 1:3400/9 - Rimrock BBS, Billings MT

* In a message originally to Sheila King, Jerry Saville said:
 > -> I think the lack of homework is more inclined to be associated with
 > -> our age group (middle school).


 >   Your conversation has sparked my interest!
 >   I am a student at Southern Nazerene University (Bethany
 > Oklahoma) and
 >   am studying to be a math teacher. Middle school has always
 > been my target
 >   area. I must agree that instruction should not be for the
 > first 20 minuites
 >   of the class, leaving the rest for doing "homework",
 > however, if I cannot
 >   expect my students to do the work... Where do we go from
 > here??

 > ___ Blue Wave/QWK v2.11

 > --- TMail v1.31
 >  * Origin: The O.U. BBS - The University of Oklahoma
 > (1:147/2051)
Concerning the topic of homework in math, I would like to tell you 
that my students only have 10 or 15 minutes for homework.  This is 
my first year teaching Algebra to 8th graders.  They don't know how 
to use more than 15 to 20 minutes of homework time anyway.  It is 
more important to guide them trough definitions and similar 
problems.  Then they have less questions.

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Newsgroups: k12.ed.math
From: mds@iastate.edu (Mark D. Smucker)
Subject: Re: DOING HOMEWORK IN SCH
Organization: Iowa State University of Censorship and Repression
Date: Fri, 25 Dec 1992 02:43:44 GMT

In article <32843.2B39D0AD@puddle.fidonet.org> Sara.Meeker@f9.n3400.z1.fidonet.org (Sara Meeker) writes:
>Concerning the topic of homework in math, I would like to tell you 
>that my students only have 10 or 15 minutes for homework.  This is 

I was the person that started this thread, and I must still hold that
10-15 minutes are far too much time out of a 40-50 minute period.

Students come to school to interact with a teacher.

IF you don't want to actively teach for a whole period, take those
10-15 minutes and talk about life.

Mark D. Smucker  -----   mds@iastate.edu




Newsgroups: k12.ed.math
From: smaxwell@nhgs.vak12ed.edu (Sheryl A. Maxwell)
Subject: Re: History of Math Grad Program Sought
Organization: Virginia's Public Education Network (Hampton)
Date: Thu, 24 Dec 92 15:19:49 GMT

I am a Ph.D. Candidate in Math Education at the University of
Virginia.  There is a graduate level course offerred by the
math department here, taught by Dr. Parshall who is both a
mathematics historian and a mathematician.  I understand that
this is an activities oriented class, which is excellent!
Since I am taking it next semester, I will test it out!  I
believe that you can reach Dr. Parshall through the mathematics
department.  I don't know if she has an e-mail address.  She
can probably help you, or at least lead you to different
sources!
	Best wishes in your search!  When I teach at a
University/College, I would like to offer a similar course, as
I believe it is crucial for continued understanding of
mathematics!

Sheryl Maxwell
From: David.Hoffmann@f14.n279.z1.fidonet.org (David Hoffmann)
Newsgroups: k12.ed.math
Subject: Re: doing homework in sch
Date: Mon, 28 Dec 92 19:52:00 PDT
Organization: FidoNet node 1:279/14 - Project Enable, Dunbar WV

Mark,  As a junior high teacher with a mere three years experience in
the classroom, I sympathize with your view on homework in the classroom,
but my experience tends to push me towards your "opponents" camp.  I
agree that students are in school to interact with the teacher and I
enjoy teaching math in a discussion format where the students feel free
to explore their understanding of a concept aloud.  This format allows
other students to see how their classmates approach a concept.  BUT, it
is absolutely imperative that the students also learn the mechanics,
that is, the symbolic manipulations, and for three years I did not have
the board space to put an entire class on the chalkboards, and when I
did try, it usually turned into a waste of time with the poking and
joking that went with kids being shoulder to shoulder at the board.  The
other alternative is seatwork where you can monitor (albeit rather
haphazardly) their homework as they work on it.  I have finally found
what I believe to be the best of all possible worlds.  One of our
teachers found small dry-erase boards for a reasonable cost.  Now, I
have a classroom set of dry-erase boards w/markers and toilet paper
works wonderfully as erasers.  We do problems as a class, the students
get instant feedback from me, and have time to discuss problems with
classmates.  I get instant feedback from students and can repair or
encourage whatever needs to be repaired or encouraged.  It is a fusion
of homework in the classroom and active teaching.  I love it, the kids
beg for it (no joke), and they LEARN!!  Enough of me plugging dry-erase
boards, and enough of me butting in.
                Thanks,
David Hoffmann, Charleston Catholic
                          1033 Virginia Street East
                          Charleston, West Virginia 25301



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From: bh@anarres.CS.Berkeley.EDU (Brian Harvey)
Newsgroups: k12.ed.math
Subject: Re: Testing
Date: 29 Dec 1992 15:02:13 GMT
Organization: University of California, Berkeley
NNTP-Posting-Host: anarres.cs.berkeley.edu

Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper) writes:
>Hi, All.  I'm here to ask advice from experienced teachers concerning 
>the state testing which we will be giving in May.  Our school system 
>has, like many, I suppose, focused primarily on test results.  This is 
>going to be the true "test" of our success.  As a new teacher, I'm 
>looking for help in raising those test scores without giving into 
>teaching the test.  What can I do in the next four months to ease my 
>kids into the test?

I say, teach the test.  It's the *only* honest solution to this dilemma.

What you do is, you tell the kids, "Look, kids, a bunch of idiot politicians
who don't know mathematics from a hole in the ground and couldn't care less
about you or your education have decided to impose these tests, and on the
results of the test depend (1) your future careers, (2) the funding for
this school, and (3) my job.  Therefore, what we're going to do is, Monday
through Thursday we're going to study mathematics, and Friday we're going
to study the test.  This division by days may feel artificial; that's just
how I want it to feel.  I want to make sure you remember that this test has
*nothing to do with mathematics*, nothing to do with how smart you are, and
nothing to do with what you're really learning in this class."

Of course, if you don't believe that -- if you think the tests are a good
idea -- then you should just go ahead and teach math.  But if you *do*
believe it, then the only honest thing is to reject the Great Adult Conspiracy
wherein every adult pretends that no other adult ever does anything mistaken
or evil, and level with the kids.
From: Lloyd.Johnston@p0.f45.n342.z1.fidonet.org (Lloyd Johnston)
Newsgroups: k12.ed.math
Subject: Math prob...
Date: Wed, 23 Dec 92 12:47:01 PDT
Organization: FidoNet node 1:342/45.0 - SPQR, Edmonton AB

EG> Here is a problem I don't really understand how the result is
EG> reached.
EG> Prob.   sqrt(y) + sqrt(y+5) = 5
EG> Ans.  y=4
EG> I see that if you just pop in 4  you get 2+3=5, however I thought
EG> that sqrt(y+5) was the same as sqrt(y) + sqrt(5) giving y=10 which
EG> really baffled me. I could use an explanation of this problem.

Charles:

sqrt(y+5) does not equal sqrt(y) + sqrt (5).  To solve this equation you
need to follow these steps:

Isolate the radicals:

sqrt(y) = 5 - sqrt(y+5)

Square:

y = 25 - 10sqrt(y+5) + y + 5

Simplify:

10sqrt(y+5) = 30

sqrt(y+5) = 3
y + 5 = 9
y = 4

That is how y=4 is obtained.



 # GateOrigin: 89:701/239@imex


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From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: Re: math fact
Date: 31 Dec 1992 23:08:42 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

In article <33760.2B4006BB@puddle.fidonet.org>, Jordon.Mantione@f615.n260.z1.fidonet.org (Jordon Mantione) writes:
|> 987/600000000000000000000000000000000000000000000000000000000000000=
987/600000000000000000000000000000000000000000000000000000000000000, which
is true.

987 / 6 = 164.5

600000000000000000000000000000000000000000000000000000000000000
 1234567891123456789212345678931234567894123456789512345678961234567890

164.5 * 10^-62

1.645 * 10^-60


Give a proof of the irrationality of pi. Give a proof of the transcendentality
of pi.

-- 

Henry Choy
choy@cs.usask.ca

  What rolls down stairs alone or in pairs
  Rolls over your neighbor's dog?
  What's great for a snack and fits on your back?
  It's Log, Log, Log!      -- "The Log Song", from Ren & Stimpy

  Math is tough!           -- Barbie
Reganization: City University of New York/ University Computer Center
Date: Friday, 1 Jan 1993 21:33:42 EST
From: <JOEYC@CUNYVM.BITNET>
Newsgroups: k12.ed.math,
Subject: geometry.forum

If you have posts related to geometry you may wish to send them to
  geometry.forum  .  This news group and the other geometry newsgroups
  are to increase increase interest in geometric matters.
-------
JOE MALKEVITCH  DEPT. OF MATH. YORK COLLEGE (CUNY) JAMAICA, NY  11451
EMAIL: JOEYC@CUNYVM OR JOEYC@CUNYVM.CUNY.EDU  PHONE: 718-262-2550 (2551)
From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: Re: HOMEWORK
Date: 29 Dec 1992 00:00:02 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

In article <33016.2B3AC0F0@puddle.fidonet.org>, Lloyd.Johnston@p0.f45.n342.z1.fidonet.org (Lloyd Johnston) writes:
|> CH> The problem is that these kids seem to be so involved in their social
|> CH> beings, that homework is definately no priority and only a nuisance to
|> CH> be gotten out of the way ASAP.  Does your district have a policy as to
|> CH> the weight of homework in the overall grade of the student? 

Can students be motivated to think, live, and breathe math? I think so. I
seemed to sometimes. Math has to be fun. It has to be relevant. And it has
to be irrelevant. It has to be intriguing, but accessible.

I've proven with complete rigor many basic theorems about sets. The proofs
are based on the Zermelo-Fraenkel Axioms and first order logic. No details
have been omitted. Although my goal was not to gain confidence in my
ability to reason (I had no need) nor to gain knowledge in set theory (I
didn't really make such gains), I think that if students see these proofs,
they would appreciate math. They would see that math is not such a black
art. Part of my goals was to gain experience in writing proofs and theorems.
I certainly did gain such experience.

|> The good students will do their homework whetner or not it is graded.  If 
|> their are 10 similar questions and they got the idea on question 4 they will
|> not waste their time doing the other six.  In my AP 30 class however we 
|> usually have to do everything and still ask the teacher because it is 
|> deceptively difficult.

The idea is to do the other six ever faster. This is good practice in case
the knowledge has to be applied many times to solve a problem. The risk is
to madly apply knowledge repetitively where it's not needed. Variety in the
assigned problems addresses this nonsense a bit.

|> This method puts a good deal of trust in the students, but really it makes
|> no difference.  Most students who never do their homework will probably
|> not do it even under punishment of death . . . <<big grin>>
 
What if math is made socially acceptable? Something that is just as fun
as football, swimming or sex. The activities of the mind and the body should
complement each other. Then you get a right angle.

-- 

Henry Choy
choy@cs.usask.ca

"The Log Song", from Ren & Stimpy
 
   "What rolls down stairs alone or in pairs
    Rolls over your neighbor's dog?
    What's great for a snack and fits on your back?
    It's Log, Log, Log!
 
    It's Log, Log, it's big, it's heavy, it's wood.
    It's Log, Log, it's better than bad, it's good!
    Everyone wants a log! You're gonna love it, Log!
    Come on and get your log! Everyone needs a Log!"


"Math is tough!"

      -- Barbie
Newsgroups: k12.ed.math
Subject: Re: Testing
From: pmacfar@eis.calstate.edu (Paul MacFarlane)
Date: Thu, 31 Dec 1992 01:27:34 GMT
Organization: Calif State Univ/Electronic Information Services

bh@anarres.CS.Berkeley.EDU (Brian Harvey) writes:
> Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper) writes:
> >Hi, All.  I'm here to ask advice from experienced teachers concerning 
> >the state testing which we will be giving in May.  Our school system 
> 
> I say, teach the test.  It's the *only* honest solution to this dilemma.
> 
> What you do is, you tell the kids, "Look, kids, a bunch of idiot politicians
> who don't know mathematics from a hole in the ground and couldn't care less
> about you or your education have decided to impose these tests, and on the

In general, I agree.  I've done extensive study upon my own guinea... I
mean, students....over several years, and I've found that in any testing
situation, the form of the questions affects the final scores just as much
as the questions themselves.  The younger the student, the more true this is.

I think that there are some developmental reasons for this, by the way.
(I'm a student of Piagetian Psychology, even though I know
information-processing theory and Howard Gardner are more hip, these days)

As far as the comment about politicians, goes, I generally think that most
politicians are as well-meaning towards education as any other random
sampling of the population.  The problem is that they simply are ignorant
about what education is and what the realities of teaching are.  (So does
that mean that "ignoramus" is more appropriate than "idiot?").  Anyway,
all you have to do is look at any McNeil/Lehrer roundtable on education to
know that there are a lot of very well meaning folks in high political
places who, unfortunately, have no idea of what they're talking about.

Finally, I wonder what state that Carol is preparing her students for. 
Can we all try to include location information in our signature?  We in
California are currently about to embark on an entirely new style of
testing - a complete break from the multiple-choices of the past. 
Actually, if the economy had not pulled the rug out from under our state
funding, we'd be already trying it out.

Paul MacFarlane
Danville, California
pmacfar@eis.calstate.edu
From: Jordon.Mantione@f615.n260.z1.fidonet.org (Jordon Mantione)
Newsgroups: k12.ed.math
Subject: math fact
Date: Wed, 23 Dec 92 14:43:00 PDT
Organization: FidoNet node 1:260/615 - Scholasticom, Palmyra NY

987/600000000000000000000000000000000000000000000000000000000000000=

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From: Mary.Darling@f540.n226.z1.fidonet.org (Mary Darling)
Newsgroups: k12.ed.math
Subject: Long class periods
Date: Tue, 22 Dec 92 09:23:00 PDT
Organization: FidoNet node 1:226/540 - The Tele-Forum Netw, Columbus OH

-> The school in which I teach is planning to adopt a class schedule in
-> each class meets for 100 minutes instead of the traditional 50-55 min
-> might be guessed, we will be expected to teach a full year's course i
-> half year. Our entire math staff is opposed to this for many reasons
-> will not take time to list.
->
-> Question: Have you had any experience with long class periods. Do you
-> any research on attempting to teach mathematics using such a schedule
-> prompt reply would be appreciated as the administration is planning t
-> approval from the school board on 7 Dec.
->
-> Thank you,
->
-> RT
->
I have had no personal experience with the longer class periods but
there are two high schools in the Columbus, Ohio area that are using
that format this school year.  You might obtain information from writing
the mathematics dept. chair at Reynoldsburg High School in Reynoldsburg,
Ohio and also the chair at Independence High School, Columbus, Ohio.

I've not seen either school post on this  or any other echo so you may
need to make contact through the mail.  I understand that both schools
are meeting with some success.  Our administration is also toying with
the idea so keep us posted as to your progress.

 * New Albany H.S. New Albany, Ohio, USA



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From: M..Madole@f49.n134.z1.fidonet.org (M. Madole)
Newsgroups: k12.ed.math
Subject: TI81 Calculator
Date: Tue, 29 Dec 92 15:17:00 PDT
Organization: FidoNet node 1:134/49 - The Student Exchang, Calgary Alta

Does anybody know how to protect the memory in this calculator so that when reset is pressed, the calculator will not clear it's programs?


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From: Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.ed.math
Subject: Testing
Date: Sun, 27 Dec 92 09:11:16 PDT
Organization: FidoNet node 1:381/64 - Academy K12 Net, El Paso TX

Hi, All.  I'm here to ask advice from experienced teachers concerning 
the state testing which we will be giving in May.  Our school system 
has, like many, I suppose, focused primarily on test results.  This is 
going to be the true "test" of our success.  As a new teacher, I'm 
looking for help in raising those test scores without giving into 
teaching the test.  What can I do in the next four months to ease my 
kids into the test?  I would like them to come away from the test with 
a feeling of success so that they can then carry it with them into 
future years.  Some things I've picked up in my short career are:
The tests are written in such a way that is not familiar to the 
students.
I gave my students the same test without the wording (application 
only) just to see what happened -- overall 30% increase in correct 
answers.
How can I address this issue, build success in my kids, address their 
various backgrounds, and motivate them to succeed?  
Hmmm, that's a major question, eh?  Well, I know I'm in good hands and 
await your responses (a whole bunch, please) on this issue.
Carol


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From: surrey_d@spcvxb.spc.edu
Newsgroups: k12.ed.soc-studies
Subject: Native Americans
Date: 31 Dec 92 16:13:40 GMT
Organization: St. Peter's College, US

Help.

I need as much information as possible on what is being
done on the K-12 level in terms of teaching about teaching
about Native Americans. What is being done in your classrooms,
what can be done?

Thank you.
From: Michael.Moynihan@f19.n267.z1.fidonet.org (Michael Moynihan)
Newsgroups: k12.ed.soc-studies
Subject: ECONOMICS
Date: Tue, 22 Dec 92 04:35:22 PDT
Organization: FidoNet node 1:267/19 - QMS Connection, Queensbury NY

 > Hi, everybody. I am a student of economics in New Zealand.
 > Are there any students and/or teachers of economics out
 > there who would like to begin an international discussion
 > in this area? I have more of a bent for the micro side of
 > things, in particular  w.r.t. the consumer.
 > Next year I will be doing some advanced training in the
 > statisitical side of economics. I would be interested in
 > hearing of any projects going on out there ( e.g. in the
 > K12 project areas) concerning economics, at whatever level.
 > Thanks,
 >         Andrew
 > --- Maximus 2.00
 > [37m * Origin: IBM NZ Ltd Gateway - Auckland, New Zealand (3:772/20)
 >
Dear Andrew,
     This is the second message I have left you I hope you go the first. I am a teacher of social studies at the seventh grade level and my students are interested in hering from other countries especially one so far away could you please think of an easy project we could share with you. Glens Falls is a small town 150 miles north of New York city on the hudson river (18,000 pop). Thanks.



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From: Jack.Dale@p0.f49.n134.z1.fidonet.org (Jack Dale)
Newsgroups: k12.ed.soc-studies
Subject: Re: The former Yugoslavia
Date: Thu, 24 Dec 92 07:19:51 PDT
Organization: FidoNet node 1:134/49.0 - The Student Exchang, Calgary Alta


 LJ> ... Hitler had the right idea, he just went overboard with the camps. 
 LJ> 
 LJ> # GateOrigin: 89:701/239@imex

 LJ> -!- GateWORKS 4.01.1/ 
 LJ>  ! Origin: Replies MUST quote GateOrigin. (Alberta, Canada)
 LJ> (1:342/45.0) 

I cannot believe that you would use such an bigotted tagline after discussing
human rights violations in Yugoslavia.  


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From: Lloyd.Johnston@p0.f45.n342.z1.fidonet.org (Lloyd Johnston)
Newsgroups: k12.ed.soc-studies
Subject: The former Yugoslavia
Date: Wed, 23 Dec 92 13:10:02 PDT
Organization: FidoNet node 1:342/45.0 - SPQR, Edmonton AB

im> What follows is an article from the New York Times.  Why am I
 im> posting it here?  I feel that some of the issues pertain to at least
 im> some of the threads I have seen in this group (and the other groups
 im> that I am posting to). The article is about the calculated destruction
 im> of the Bosnian Muslims.  The article contains extremely graphic
 im> descriptions of brutality, torture, and rape.  

The Yugoslav situation is truly barbaric.  In the last week of November 
a local RCMP (Bruce Lloy) officer returned from a voluntary tour of duty in 
Yugoslavia.  He came to my high school and gave a talk about the "law enforce-
ment".

The law enforcement officers are military personnal in different uniforms. They
participate in the etnic cleansing and have full power.  Unlike police officers
around the world, the Serb, Croatian, and Bosnian-Herzegovian officers have
NO police training, and many of them have only been on the force for four years.
Lloy was stationed in a town where he was observing the police for human rights
violations.  A muslim woman had complained to the local police after her house
had been burnt to the ground by ethnic cleansers.  When the police refused to
do anything she said she would go to the UN international police force.  A gun
was put to her head and the military police said that "No, you won't".  Now
where are you when you can't even trust the local police.

You also have to remember that the ethnic groups used to get along with each
other quite well.  Inter marrages were common and not thought of.  Now with
the ethnic cleansing people have to choose between their spouse and children
and their families.  No one can sit on a fence, or your neighbours will choose
for you.

Tito kept them in line, that's something for dictatorships.

... Hitler had the right idea, he just went overboard with the camps.  

 # GateOrigin: 89:701/239@imex


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