Re: [sage-edu] First Sage Education Day!

[Offray Vladimir Luna Cárdenas]

Hi kcrisman,

kcrisman wrote:
> We now have a Wiki page (http://wiki.sagemath.org/education1) for the
> first ever Sage Education Day!  I've taken the liberty to add the four
> people who have personally told me they will be in the room for this
> (which includes the two organizers), but feel free to remove/add
> yourself if you want to.
>
> Please advertise this to anyone in New England (or even further) who
> might be interested in learning more about Sage, or discussing the
> state of math software.  We will be advertising at our local MAA
> meeting in a few weeks as well.
>
> I would like to especially thank the organizers of Sage Days 18 for
> their hospitality, and to Nathan Carter of Bentley University, who
> will be participating in talking about mathematical word processing
> and his cool open source project, Lurch (http://
> lurch.sourceforge.net/).
>
> Hopefully there can be more of these to come in other regions of the
> country.  One might think that the Pacific Northwest would be a good
> place to start ;)
>
> - kcrisman
>   

I'm now updating myself with all the flow in the communities I belong 
after a busy semester with nice results of the use of 
Sage/TeXmacs-LyX/Cynin in education and is nice to see that there is a 
more explicit connection and effort on Sage and Education with this 
education days and the upcoming in February next year. I have been seen 
Lurch. Seems pretty well oriented and now with the MathRider people 
we're discussing the "word processor" part of the experience, so seems a 
good timing. There are any video or other memories to view for this 
first sage education days?

Cheers,

Offray

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Re: [sage-edu] How using Sage for high school math effectively?

[Offray Vladimir Luna Cárdenas]

Hi,

michel paul wrote:
> I can't claim it's effective, but so far this is what I'm doing -
[...]

Thanks for sharing your practices integrating Sage and maths education. 
Briefly what I have done this semester with freshmen students in Linear 
Algebra at university was:

   * Use my touch screen laptop and my ultraportable projector (view 
sonic pjd 2121) to convert any "analog" blackboard in a digital one.
   * I make my notes in the touch screen using the digital paint 
software "My Paint". I have tried a lot  of other note taking touch 
screen apps, including the ones that come with the "intelligent boards" 
(I see not much intelligence in the device itself), but the stroke has 
not the organic sense of My Paint and this is important for analog to 
digital transitions. Another nice thing about a software for digital 
paint instead of note keeping is the idea of an infinite canvas instead 
of a page as a place for writing and drawing. This is where most of my 
class "takes place". When we need to made some calculations we use 
TeXmacs + Sage interface, because of its nice output and fluid (math) 
writing.
   * We put the knowledge management system (KMS) cyn.in to support and 
extend the social part of the learning experience so I put my class 
notes and CAS references there. The students publish also there solved 
exercises that use LyX + Sagenb.org or TeXmacs + Sage to calculate but 
more importantly argument about calculations using the Polya's 
heuristics. Is nice to have a KMS instead of a Learning Management 
System (LMS) in this part, because unfortunately LMS think about 
learning as it happen on school only, so we can have more emergence.

For next semester we're trying to extend that possibility inside "the 
institution" in several ways:

   * Installing the cyn.in software _also_ inside the university's 
severs (at this moment it is in a local free software community server).
   * Prototyping low cost touch boards with Wii controls, so we can have 
them everywhere.
   * Integrating MathRider with Source Python Distribution (Sage Small) 
so we can run it everywhere with low connectivity or computational 
resources and grow/bridge from MathRider to Sage.

> My dream is to create a fusion math/CS course.  I came an inch close 
> to having it happen for this year - but the course wasn't really 
> supported by my dept chair and was never officially put into the 
> schedule, so kids couldn't sign up for it.  However, as it turns out, 
> there actually was more interest on the part of the students than the 
> administration wanted to admit, and I'm continuing to push for it.  
> Eventually it HAS to happen.
>
> Ultimately I want to create a Computational Analysis course using the 
> Litvin text Math for the Digital Age 
> .  I think it would be a 
> wonderful book.  We would begin there, and whatever topics in the 
> Analysis curriculum that were not addressed in that book we would 
> bring in as needed.
>
> I'm very much interested in getting something like this to happen, and 
> I'd like to know if anyone is doing something like that anywhere.

You should see the MathRider project which is also trying to integrate 
programming a math education and have a lot of emphasize on education 
and education research. They are writing excellent free books on this 
juncture.

Cheers,

Offray

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Re: [sage-edu] How using Sage for high school math effectively?

[jason-sage]

Offray Vladimir Luna Cárdenas wrote:
>
>* Installing the cyn.in software _also_ inside the university's 
> severs (at this moment it is in a local free software community server).
>* Prototyping low cost touch boards with Wii controls, so we can have 
> them everywhere.
>* Integrating MathRider with Source Python Distribution (Sage Small) 
> so we can run it everywhere with low connectivity or computational 
> resources and grow/bridge from MathRider to Sage.
>
>
>   

This is all very interesting.  Thanks for the update.  Please keep us 
updated on what you're doing. 

1. I've never heard of cyn.in (http://www.cynapse.com/cynin, right?), 
and it certainly looks interesting. 

2. I've experimented with Wii interactive boards (built my own infrared 
pen from a whiteboard marker, for example, and I have several more spare 
parts around for building several more).  I'm interested in what works 
well for you with the Wii controller. 

3. Also, I'm interested in how you are connected MathRider and Sage.  I 
don't know a whole lot about the MathRider project; do you mean that you 
are replacing Yacas with Sage inside the MathRider IDE?

Thanks,

Jason

--
Jason Grout


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Re: [sage-edu] First Sage Education Day!

[William Stein]

On Fri, Dec 18, 2009 at 10:34 PM, Offray Vladimir Luna Cárdenas
 wrote:
> Hi kcrisman,
>
> kcrisman wrote:
>> We now have a Wiki page (http://wiki.sagemath.org/education1) for the
>> first ever Sage Education Day!  I've taken the liberty to add the four
>> people who have personally told me they will be in the room for this
>> (which includes the two organizers), but feel free to remove/add
>> yourself if you want to.
>>
>> Please advertise this to anyone in New England (or even further) who
>> might be interested in learning more about Sage, or discussing the
>> state of math software.  We will be advertising at our local MAA
>> meeting in a few weeks as well.
>>
>> I would like to especially thank the organizers of Sage Days 18 for
>> their hospitality, and to Nathan Carter of Bentley University, who
>> will be participating in talking about mathematical word processing
>> and his cool open source project, Lurch (http://
>> lurch.sourceforge.net/).
>>
>> Hopefully there can be more of these to come in other regions of the
>> country.  One might think that the Pacific Northwest would be a good
>> place to start ;)
>>
>> - kcrisman
>>
>
> I'm now updating myself with all the flow in the communities I belong
> after a busy semester with nice results of the use of
> Sage/TeXmacs-LyX/Cynin in education and is nice to see that there is a
> more explicit connection and effort on Sage and Education with this
> education days and the upcoming in February next year. I have been seen
> Lurch. Seems pretty well oriented and now with the MathRider people
> we're discussing the "word processor" part of the experience, so seems a
> good timing. There are any video or other memories to view for this
> first sage education days?

http://wstein.org/sagedays18/day5/

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Re: [sage-edu] How using Sage for high school math effectively?

[calcpage]

>>
2. I've experimented with Wii interactive boards (built my own infrared
pen from a whiteboard marker, for example, and I have several more 
spare
parts around for building several more).  I'm interested in what works
well for you with the Wii controller.
<<

I tried this out a bit last year and found it a bit glitchy.  I now use 
a Smart Airliner Slate quite extensively and love it.  BTW, its sold by 
SmartTech, but its really a Wacom Graphire 6x8 PC tablet.  I have used 
it with Smart Notebook in windows.  However, I do not like Smart 
Notebook for Linux, so I have used it with FLOSS and FWOSS too!  Sorry, 
FLOSS =  Free Linux Open Source Software and FWOSS is Free Windows Open 
Source Software.

For instance, instead of Smart Notebook to write notes with my tablet's 
pen I use Xournal (windows and linux) which exports to pdf.  Also, 
imstead of Smart Recorder to make desktop recordings of my class, I use 
http://screencast-o-matic.com (internet app I use in windows and linux 
with Chrome or Firefox).

I have been blogging about all this at http://calcpage.tripod.com so 
please surf on over if you want to see more about teaching with 
technology!

HTH,
A. Jorge Garcia
http://calcpage.tripod.com

Teacher & Professor
Applied Mathematics, Physics & Computer Science
Baldwin Senior High School & Nassau Community College



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Re: [sage-edu] How using Sage for high school math effectively?

[calcpage]

OOPS, typo:
For instance, instead of Smart Notebook to write notes with my tablet's 
pen I use Xournal (windows and linux) which exports to pdf.
Also, imstead of Smart Recorder to make desktop recordings of my class, 
I use http://screencast-o-matic.com (internet app I use in windows and 
linux
with Chrome or Firefox).

should be:
For instance, instead of Smart Notebook to write notes with my tablet's 
pen I use Xournal (windows and linux) both of which export to pdf.
Also, instead of Smart Recorder to make desktop recordings of my class 
complete with sound, I use http://screencast-o-matic.com (internet app 
I use in windows and linux with Chrome or Firefox) rendering to mp4.

HTH,
A. Jorge Garcia
http://calcpage.tripod.com

Teacher & Professor
Applied Mathematics, Physics & Computer Science
Baldwin Senior High School & Nassau Community College


-Original Message-
From: calcp...@aol.com
To: sage-edu@googlegroups.com
Sent: Sat, Dec 19, 2009 2:19 pm
Subject: Re: [sage-edu] How using Sage for high school math effectively?

>>
2. I've experimented with Wii interactive boards (built my own infrared
pen from a whiteboard marker, for example, and I have several more
spare
parts around for building several more).  I'm interested in what works
well for you with the Wii controller.
<<

I tried this out a bit last year and found it a bit glitchy.  I now use
a Smart Airliner Slate quite extensively and love it.  BTW, its sold by
SmartTech, but its really a Wacom Graphire 6x8 PC tablet.  I have used
it with Smart Notebook in windows.  However, I do not like Smart
Notebook for Linux, so I have used it with FLOSS and FWOSS too!  Sorry,
FLOSS =  Free Linux Open Source Software and FWOSS is Free Windows Open
Source Software.

For instance, instead of Smart Notebook to write notes with my tablet's
pen I use Xournal (windows and linux) which exports to pdf.  Also,
imstead of Smart Recorder to make desktop recordings of my class, I use
http://screencast-o-matic.com (internet app I use in windows and linux
with Chrome or Firefox).

I have been blogging about all this at http://calcpage.tripod.com so
please surf on over if you want to see more about teaching with
technology!

HTH,
A. Jorge Garcia
http://calcpage.tripod.com

Teacher & Professor
Applied Mathematics, Physics & Computer Science
Baldwin Senior High School & Nassau Community College



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[sage-edu] what should be taught?

[michel paul]

Since most on this list probably work at the college level, as a high school
teacher I'd be interested in the math expectations you'd have for incoming
high school graduates today?  In an age of ubiquitous computational
technology, what should they know?  What background skills should they
have?  Both in a traditional math sort of way, but also in a computational
sense?

I may have an opportunity after winter break to discuss why creating a
computational math course would be a really good thing to do, and I'd like
to be able to back up what I say.  I don't want to just make stuff up.

These are some points I've come up with.  Please correct me if I'm off, and
please add anything else you consider essential.

Thank you very much,

- Michel Paul

   1. Our secondary math curriculum arose in the age of handwriting and
   handcomputing (handcomputing includes the use of calculators), and most of
   what we teach has to do with the needs to express thoughts precisely and
   succinctly in order to minimize the number of hand calculations needed when
   evaluating expressions.  I'd guess that's not the entire reason for our
   traditional syntax, but I bet a lot of it does have to do with those needs.
   2. Our culture is shifting very rapidly because of technology, and
   literacy regarding it is important for general education.  This need can be
   answered efficiently and quite elegantly via math classes.  Computer Science
   classes are usually electives, but everyone has to take some math.
   3. We often pay lip service to the assertion "Math is a language", but we
   really don't teach it that way.  We teach it as a set of techniques to use
   for solving certain kinds of equations we might run into.  We might 'use
   technology' to help us in that process, but we are still not thinking of
   math as a language when we do so.
   4. In a computational age, it is more important to grasp relations
   between concepts than to memorize particular formulas.  Better to learn how
   to analyze a concept as a set of inter-related concepts.  Example - the
   quadratic formula.  The traditional schoolish expression minimizes the
   number of hand calculations necessary.  However, a more conceptually
   valuable expression might be to express it as h +/- r, where h =axis of
   symmetry, and r = distance to the roots.  The traditional formula already
   does contain that relationship, but the structure of the related parabola is
   hidden for most students.  I think it would be a good exercise for kids to
   think about it in this slightly more analytical way, spell it out, code it,
   and test it that way.  Using Sage, it would be very easy to unite the
   articulation of the various components and the visual representation.
   Especially with @interact!  Per the recent thread, even the ones who might
   not be able to code it could still interact with it and perhaps learn to
   understand the code that way.
   5. With Sage, students could be creating their own mathematical papers.
   You want writing in the curriculum?  Well, there you go!  It's very easy to
   open up a text cell in Sage, so kids at many levels could create math
   reports that actually DID things.  I don't even think it's that far fetched
   to have the more advanced kids learn some TeX.  I just recently discovered
   the insert equation feature in Google docs.  It's cool.  Even if you don't
   know TeX, you can learn it just by using the editor.  With this kind of
   stuff in the environment, I think this might be good for kids to experience.
   6. There is always a tension between the use of calculators and 'showing
   ones work'.  Kids hate having to write it all out if the calculator has
   already done it.  All kinds of discussions go on about how 'much' work needs
   to be 'shown'.  All of this becomes irrelevant if we instead focus on the
   'work' being a functional decomposition of a problem or a concept.  If one
   does ones 'work' correctly, the 'work' will then work for you!  You can use
   it!
   7. Instead of spending so much time teaching kids how to isolate
   variables in equations, perhaps it would be better for them to learn how to
   construct sutes of simple interacting functions?
   8. China is already uniting Computer Science and math classes at the high
   school level.


-- 
"Computer science is the new mathematics."

-- Dr. Christos Papadimitrious

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Re: [sage-edu] what should be taught?

[David Joyner]

On Sat, Dec 19, 2009 at 2:51 PM, michel paul  wrote:
> Since most on this list probably work at the college level, as a high school
> teacher I'd be interested in the math expectations you'd have for incoming
> high school graduates today?  In an age of ubiquitous computational
> technology, what should they know?  What background skills should they
> have?  Both in a traditional math sort of way, but also in a computational
> sense?


These are great questions. Thanks for opening this thread.
I'll reply with my thoughts, even though they may not be entirely Sage-related.

First, I think teaching programming using Sage is an excellent goal
and I hope you do and are very successful. Students like the interactive
aspects of Sage and if it helps them learn more, the more power to it.
I think, very generaly speaking, that there are two main components to
student learning: (1) repetition and working problems, (2) an
emotional connection
to the material. If students like Sage then they will learn
mathematics better for
item (2). (I could go off on a wild tangent and rant about the amount of
money speat on mathematics education which I think is merely a
expensive way to implement item (2) but I will not:-)

*However*, the symbolic "langauge" of calculus (what my student call
"super high-school algebra":-) is a language which must be learned by
any student who wishes to seriously pursue a technical major. It should be
drilled into their brain that if they neglect learning the "language"
and "grammar"
of symbolic manipulation they are making a decision as to how good
or bad they want to be in a technical career. By "technical", I
mostly mean engineering (electrical or systems) or physics or mathematics,
though there are some exceptions.

I think there is no question that, at least where I teach, the algebra skills
are getting worst. One can blame brain rot caused by the over-use
of symbolic calculators. The advantage is that students come in much more
computer-savvy, which in my view (being a Sage fan) is a plus.


>
> I may have an opportunity after winter break to discuss why creating a
> computational math course would be a really good thing to do, and I'd like
> to be able to back up what I say.  I don't want to just make stuff up.
>
> These are some points I've come up with.  Please correct me if I'm off, and
> please add anything else you consider essential.
>
> Thank you very much,
>
> - Michel Paul
>
> Our secondary math curriculum arose in the age of handwriting and
> handcomputing (handcomputing includes the use of calculators), and most of
> what we teach has to do with the needs to express thoughts precisely and
> succinctly in order to minimize the number of hand calculations needed when
> evaluating expressions.  I'd guess that's not the entire reason for our
> traditional syntax, but I bet a lot of it does have to do with those needs.
> Our culture is shifting very rapidly because of technology, and literacy
> regarding it is important for general education.  This need can be answered
> efficiently and quite elegantly via math classes.  Computer Science classes
> are usually electives, but everyone has to take some math.
> We often pay lip service to the assertion "Math is a language", but we
> really don't teach it that way.  We teach it as a set of techniques to use
> for solving certain kinds of equations we might run into.  We might 'use
> technology' to help us in that process, but we are still not thinking of
> math as a language when we do so.

Exactly.

> In a computational age, it is more important to grasp relations between
> concepts than to memorize particular formulas.  Better to learn how to
> analyze a concept as a set of inter-related concepts.  Example - the
> quadratic formula.  The traditional schoolish expression minimizes the
> number of hand calculations necessary.  However, a more conceptually
> valuable expression might be to express it as h +/- r, where h =axis of
> symmetry, and r = distance to the roots.  The traditional formula already
> does contain that relationship, but the structure of the related parabola is
> hidden for most students.  I think it would be a good exercise for kids to
> think about it in this slightly more analytical way, spell it out, code it,
> and test it that way.  Using Sage, it would be very easy to unite the
> articulation of the various components and the visual representation.
> Especially with @interact!  Per the recent thread, even the ones who might
> not be able to code it could still interact with it and perhaps learn to
> understand the code that way.


This is a good idea for a class exercise, agreed, but my personal feeling
is that it would be valuable in direct proportion to how it helps them
embed that formula into their brain. See points (1) and (2) above.


> With Sage, students could be creating their own mathematical papers.  You
> want writing in the curriculum?  Well, there you go!  It's very easy to open
> up a text cell in Sa

[sage-edu] Re: First Sage Education Day!

[kcrisman]

> > good timing. There are any video or other memories to view for this
> > first sage education days?
>
> http://wstein.org/sagedays18/day5/

What viewers should open this sort of file - I'm not familiar with
it?  Thanks for pointing out the link!

- kcrisman

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Re: [sage-edu] Re: First Sage Education Day!

[William Stein]

On Sat, Dec 19, 2009 at 8:12 PM, kcrisman  wrote:
>> > good timing. There are any video or other memories to view for this
>> > first sage education days?
>>
>> http://wstein.org/sagedays18/day5/
>
> What viewers should open this sort of file - I'm not familiar with
> it?  Thanks for pointing out the link!
>

They are the "raw" video from my video camera.  I haven't had time to
re-encode it.  You can play them with a new version of VLC:
http://www.videolan.org/vlc/

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