Paul Doyle

I am a JR. High student from the 60's. Most of the effects of experimenting have left, have left, have left.

I used to hate math but then I met Janet. She loved math and I loved her. As my first project I collected data on her, analyzed it, then projected(?).

Since then I've attended workshop ("Inspiration happens in the middle of work, not within...") I've developed many favorite quotes.

This whole thing on the forum is kinda fun. Writing, and getting letters is really fun. I want to find where the pictures and videos are, and look forward to all you folks volunteering your time to help.

Where was I... Oh yeah, I went to U.C. Berkeley in the 60's with a resulting degree in Philosophy. Not really oxymoronic - lots of students at Berkeley were morons, I mean philosophy.

When I decided to go into education, which was years later, I decided to work with prisons. Or really juvenile detention students. I came to realize they were not dumb, just misunderstood. I've committed my whole life to serving students. Yes I quit teaching for a real career in the school system, serving students lunch. The benefits are good and I can have their left-overs.

The connections with math are miriad. How does food waste vary as a function of menu? How does student consumptions vary as a function of sugar or sodium content? How do tests affect student eating patterns? Can trays be arranged in a more useful (Geometric) pattern? Can they be made to tesselate? Should all students be made to tesselate? Are there religious basis for refusing to tesselate in public?

In closing I'm looking forward to a future with lots of math stuff.

Biographer: Ben Preddy