kinda 1990s.

I think the approach to ethno-mathematics is not to teach that there

is math proper, which is not ethnic, and then all these other maths

that are.

"#### 7. If you need students to listen to you while you are in the computer room, ask

them to take their hands off the computer, turn around and face you.

them to take their hands off the computer, turn around and face you.

To me, that read like pure anthropology. The teacher's face is

not on the screen. They have to "turn around" to see their teacher.

That's one way one ethnicity (the elementary school teaching

subculture) has it arranged. There'a a "computer room" you go

into, as distinct from a math room.

Interesting tribe.

Of course as an ethnic myself, I went prowling for my key topics:

Pascal's Triangle, Figurate and Polyhedral Numbers, Python

the language, 3rd powering as Non-Cubic, concentric hierarchy

of polyhedrons, Fibonacci, Al Khwarizmi, the spread of Hindu-

Arabic numbers, the spread of ASCII, the Unicode. SQL.

My ethnic subculture would consider the above all suitable for

elementary schools, with future spiraling immediately to follow

in higher grades. Curricula not including these are unlikely to

be taken seriously by our STEM-oriented wise elders, with their

time-energy budget axes. Lots of other topics needed too of

course (prime vs composite, triangulating a sphere), but lets

start with some basics. A rhombic dodecahedron of volume

six (relative to unit tet) *has* to be there. No sense wasting our

time with candidates that bleep over that one!

But that's just my tribe thinking out loud. Most Americans

are clueless vis-a-vis our little ethnicity or cult or whatever you

wanna call it.

Kirby

On Sat, Mar 9, 2013 at 5:49 PM, Terri Husted <othusted@yahoo.com> wrote:

For all math educators on this forum, please check out:

http://www.loveteachmath.com

It has many useful links, advice, cool problems, for new and not so new math teachers.