# Monthly Archives: March 2011

## A stop-sign vs. a stoplight; when does each make sense? (Part 2, Math modeling)

I know it’s been a while since we visited this, but quick recap: We want to figure out when it is appropriate to have a stop-sign at an intersection versus a stoplight. In Part 1, we made some assumptions about … Continue reading

## What Teachers Want: An Education Parable Written By a Math Teacher

Our scene opens with the Teacher and the Student in a moderately decorated classroom. The walls are covered with posters, both inspirational and informative. The Student is seated at one of dozens of neatly aligned desks, facing the Teacher, who … Continue reading

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## Let’s graph this and/or make it better; What constitutes a “blown game?”

A few minutes ago the other day, NPR’s Mike Pesca tweeted his mathematical rule as to what constitutes a “blown game” in basketball. That means if at any time a team is winning by (# of minutes left in the … Continue reading

## A stop-sign vs. a stoplight ; when does each make sense? (Part 1, Math Modeling)

Artifact Can we use math modeling and/or equations to answer the question of when it becomes advantageous to install a stoplight vs. a stop-sign? Can we “ambush” students by having them create equations without really knowing it? What are some … Continue reading

## Can you predict how many followers @charliesheen has right now? ; Exponential growth? (Part 2)

Be sure to check out Part 1 of this post, when the activity was assigned (i.e. if you were absent from E/M yesterday). There I provided my data on the number of Charlie Sheen’s twitter followers and the time. I hypothesized that … Continue reading