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# 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

Posted in algebra, equations, projects, tasks
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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

Posted in algebra, equations
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## 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

Posted in algebra, equations, tasks
4 Comments

## 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

Posted in Uncategorized
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## Can you predict how many followers @charliesheen has right now? ; Exponential growth? (Part 1)

Sometime on March 1, 2011, Charlie Sheen joined twitter at the suggestion of Piers Morgan, who is apparently some type of person. By the time I was alerted of the existence of a @charliesheen twitter feed, it was 4:04 PM Mountain Standard … Continue reading

Posted in exponential growth
4 Comments

## Is there anything wrong with this graph? ; Looking for a good economist

I’m trying extremely hard to stay out of the comentariat concerning education. My love is instruction, not politics. Students, not funding. Engagement, not class sizes. So with that in mind, let’s take a look at this graph presented by Bill … Continue reading

Posted in misleading graphs
4 Comments

## 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 →