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One-by-one group write up

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 Group Members:  Alina, Emily K, Keith, Tara Regina Bittencourt: One by one (The original version) Our remake of the original In remaking the artwork, we chose to use acrylic paints on paper. During this process, we wondered about why the artist stopped at a maximum of 9 rows (before descending). Exploring this informed our group activity of attempting to make a 10th row, observing that we no longer have the same palindromic pattern, and discussing why that happens. We tried adding a row ourselves and soon found that the “place holders” get in the way and the pattern breaks. Inspired by the lesson on Babylonian place holders, this prompted us to wonder if there was a maximum number of rows for other bases as well. After trying out a few it became clear that this maximum is one minus the base you’re working in. For example, base 10 has a maximum 9 rows while base 2 has only 1 row before the pattern breaks! Our extension The extension that multiplies 9x9, 99x99, 999x999, … does...
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Favourite and least favourite math teachers

I had a few math teachers I really liked, but I think my all-time favourite was my grade 12 calculus teacher. I appreciated that her class was very structured: at the beginning of class, we would start by going over homework questions from last class, then we would get into the lesson for the day, and then we would get time to work on the new homework and ask questions for the remainder of the class. I think that having this consistent routine really helped to know what was expected of me in the class and allowed me to plan ahead and manage the class around my other responsibilities. I also appreciated how knowledgeable and passionate she was in the subject. I think this passion for math was passed onto me throughout my term with her. Lastly, I really like that she was funny without making anyone feel bad or discouraged. Altogether, her class was a very inclusive and fun space to be a part of, and that always made me look forward to attending. On the other hand, I would say that one of...
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Skemp Reading Response

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I agree wholeheartedly with Skemp's view on the importance of relational math and relational understanding. I believe that relational learning build intrinsic motivation in students, and also helps students view math as a part of an ecosystem of interrelated subjects, rather than a stand-alone, abstract topic. Similarly, I agree that it is then essential for teachers to teach math relationally. For this reason, I found it especially interesting that Skemp mentions on page 11 that perhaps even many teachers do not have a relational understanding of math. This makes me reflect on my own high school teachers, who at times would say something like “this is just how it is” when explaining some concepts in math. I remember my classmates being confused and frustrated by statements like that, and I now realize that my teacher at that time likely only an instrumental understanding of the topic, and I saw firsthand how detrimental that can be to classroom comprehension and morale. As I read ...
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