Site swap notation mathematics

What does it mean to understand a mathematical concept? What constitutes knowing mathematics? How can one demonstrate the ability to engage in quantitative reasoning? What do we mean when we say we are teaching and learning math? How should math be taught? How should math be tested? Should math be taught in isolation, in a math class? Should math be taught in context, in non-math classes? 


In this laboratory a system of abstract notation is taught without context. Just as symbols on a board. The notation is site swap notation mapped out linearly. Students usually quickly discern the pattern and are able to determine what should appear in subsequent sites. Once the class demonstrates mastery, then the illusion of understanding is taken away. Absent context, the mathematics has no meaning. The mathematics is no more useful than the quadratic formula - neither site swap nor the quadratic formula are ever again used by the non-major students in physical science. 

Both sections followed the progression of teaching site swap without context.

Mary-Ellen 

Then the context is introduced: site swap mathematics is the mathematics of juggling. Useless? Of what use will factoring a quadratic ever be to non-majors in a general education science course? They are more likely to entertain children with their juggling skills than to ever solve a quadratic equation in their life. That there is a mathematical system underneath is a core theme to the course: the physical universe is mathematical. 

Emars quickly gained mastery of site swap three


Ruthy Shannon two ball dapadap


Mary-Ellen and Jonald

Eric reassembling the Plush Crush by Scentco shatter ball.

Emars and Clayton throwing in synch 

Board


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