Comments on: #anyqs with middle school students
http://mathforum.org/blogs/max/anyqs-with-middle-school-students/
I like thinking about how people learn to problem solve, about how to teach through problem-solving and the focus of learning to learn, and I like math.Mon, 16 Jan 2017 17:46:18 +0000hourly1http://wordpress.org/?v=3.0.1By: Success » My Class Noticed & Wondered
http://mathforum.org/blogs/max/anyqs-with-middle-school-students/#comment-8165
Success » My Class Noticed & WonderedMon, 19 Aug 2013 00:08:25 +0000http://mathforum.org/blogs/max/?p=118#comment-8165[...] a very powerful tool to get the learners involved. Max Ray at The Math Forum at Drexel has done a lot of work (even applied for a trademark for the Notice / Wonder phrasing) in this [...][...] a very powerful tool to get the learners involved. Max Ray at The Math Forum at Drexel has done a lot of work (even applied for a trademark for the Notice / Wonder phrasing) in this [...]
]]>By: Valerie
http://mathforum.org/blogs/max/anyqs-with-middle-school-students/#comment-196
ValerieWed, 13 Jul 2011 20:35:44 +0000http://mathforum.org/blogs/max/?p=118#comment-196Although it's not a video idea, I'm pretty interested in thinking about bank accounts and different options (Max, I am sure this comes as no surprise to you). Under what conditions might it make sense to pay a fee for banking services and/or not pay a fee. For example, if I go to a major bank's website (I won't say which one) and I look at the checking account options there are 4 options. For each of them there are a set of conditions that dictate when the monthly fee is waived. I'd think kids might enjoy modelling and figuring out the different conditions under which certain accounts might make sense - for example one account has a monthly fee of $12 which is waived if you have "a qualifying direct deposit of $250" or "maintain an average balance of $1,500."Although it’s not a video idea, I’m pretty interested in thinking about bank accounts and different options (Max, I am sure this comes as no surprise to you). Under what conditions might it make sense to pay a fee for banking services and/or not pay a fee. For example, if I go to a major bank’s website (I won’t say which one) and I look at the checking account options there are 4 options. For each of them there are a set of conditions that dictate when the monthly fee is waived. I’d think kids might enjoy modelling and figuring out the different conditions under which certain accounts might make sense – for example one account has a monthly fee of $12 which is waived if you have “a qualifying direct deposit of $250″ or “maintain an average balance of $1,500.”
]]>By: Max
http://mathforum.org/blogs/max/anyqs-with-middle-school-students/#comment-191
MaxMon, 11 Jul 2011 15:59:36 +0000http://mathforum.org/blogs/max/?p=118#comment-191I'm imagining that side-by-side video in my head, and the "why are they going at different rates?" question is quick to pop into my head, but I'm particularly interested in the consumer and chemistry aspects. Figuring out what the rates happen to be is something I don't particularly want to do (though I do personally enjoy looking at the cost when it gets to the 10.00 gallon mark to see that it's exactly the price with the decimal moved over one place). I'm more interested in the question of would you get more miles per gallon with a higher grade, and what would the cost per mile be. Not sure what video we could make to show that!I’m imagining that side-by-side video in my head, and the “why are they going at different rates?” question is quick to pop into my head, but I’m particularly interested in the consumer and chemistry aspects. Figuring out what the rates happen to be is something I don’t particularly want to do (though I do personally enjoy looking at the cost when it gets to the 10.00 gallon mark to see that it’s exactly the price with the decimal moved over one place). I’m more interested in the question of would you get more miles per gallon with a higher grade, and what would the cost per mile be. Not sure what video we could make to show that!
]]>By: John Scammell
http://mathforum.org/blogs/max/anyqs-with-middle-school-students/#comment-190
John ScammellMon, 11 Jul 2011 15:06:04 +0000http://mathforum.org/blogs/max/?p=118#comment-190I have thought of doing something like what you did with #2. I was thinking about filming a fill-up. As it is filling, you can't see the price per gallon (liter, here). Act I could be short clips of three fill-ups at the three different prices superimposed side-by-side on the same screen. We would see the gallons increasing, and notice that the three prices are different for the same number of gallons. I haven't done it for two reasons. I'm not entirely sure where to go with it after that, and I don't have the skills to get three different videos placed side-by-side.I have thought of doing something like what you did with #2. I was thinking about filming a fill-up. As it is filling, you can’t see the price per gallon (liter, here). Act I could be short clips of three fill-ups at the three different prices superimposed side-by-side on the same screen. We would see the gallons increasing, and notice that the three prices are different for the same number of gallons. I haven’t done it for two reasons. I’m not entirely sure where to go with it after that, and I don’t have the skills to get three different videos placed side-by-side.
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