OK, I’ve tweeted about it. Several times. @IngridRistoph is probably tired of her twitter notifications buzzing, but she tweeted it out last night, and I retweeted it about a hundred time. So huge hat-tip to her.

(Update: Ingrid went ahead and started a blog, after being inspired from her discovery. Google Reader bookmarks at the ready!: http://questionsofquantity.wordpress.com/)

Artifact: Website: http://www.firefightermath.org

There’s pretty much something for everyone: vectors, slope, volume, potential #anyqs, thermodynamics, area and perimeter, you name it.

Ironically, you know what was missing? The firefighter-ladder-pythagorean theorem problem:

Now, is the information presented in an interesting way? Not always (sometimes, but not always). But at the risk of going totally off-the-rails in what was supposed to be just a linkshare, that’s the new challenge of teachers, particularly math teachers. It’s not to deliver content: it’s to find content and make it interesting. I’ve found it’s sometimes difficult for math teachers (self-included) to use the creative portion of the brain to teach mathematics. We pretty much stay with the logical half (that’s the left side, right?).

This website has awesome content and awesome¬†relevance. So our task is not to deliver the content, it’s this: How can we present the narrative of firefighting and mathematics to our students to make it engaging?

(Update: Here’s a start.


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