Site swap notation

SC 130 Physical Science has centered on performing experiments with physical systems that obey mathematical relationships. Mathematics has been at the core and center of the course.

What constitutes mathematical literacy? 
What does it mean to "understand" mathematics?
How can a student demonstrate that they possess quantitative reasoning capabilities? 

During the term the students repeatedly demonstrated a complete loss of algebraic knowledge, although all had completed either MS 100 College Algebra and some had completed MS 101 Algebra and Trigonometry. Given this, how can a student prove that they "know" mathematics?
What do we mean when we say that we have learned mathematics?
What do we mean when we claim to have taught mathematics? And yet the students still cannot do mathematics?
How should math be be taught? As abstract concepts? Or in specific context of subject matter system?

Should mathematics be delivered "just-in-time" as equations are encountered in subject matter material?

On another note, is everything mathematical? 

The new RGB toy this term. Plastic springs with a light emitting diode in an endcap.

Caramel macchiato three-in-one has been popular this term. 

The set up was Chemical Brothers Sometimes I Feel so Deserted.

The board introduction. Students arrived only at 8:09.

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. 

Site swap abstract introduction end point.

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. 

Unica explores the behavior of a spring 


Darla watching a high throw

Jemira with two balls 

Mor-Jacinta right hand two ball dapadap with swaps. Essentially 40 with occasional 3 seap-ins from her left hand.

Kyle working on site swap threes.

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