NCTM Convention

by rrusczyk, Apr 14, 2008, 12:27 AM

The best part of the NCTM Convention remains getting to visit with the folks from MATHCOUNTS, AMC, MOEMS, and ARML.

The worst part remains our describing to teachers that we produce materials for high-performing math students and having them respond, "We don't have any of those."

At times, I have to admit feeling like we're a lone voice in the wilderness when going to these conventions and trying to tell people that educating strong students is critical. And it makes me wonder -- usually lone voices in the wilderness are alone for a reason.

But I still think we're right.

Particularly when DPatrick comes back from a talk about teaching discrete math in middle school (that I'm sure was far inferior to the one he gave) in which a routine 2-category Venn diagram problem was described as rather difficult.

I did get to go teach at Skyline High School and work with the Utah ARML team, both of which were far more fun than the convention. We also had an outstanding Geek Party hosted by Kate Little, a personal hero of mine. We had the executive directors of AMC, MOEMS, ARML, and MATHCOUNTS, together with a lot of the people in Salt Lake City (mostly parents) who have pulled together to teach the top kids in the area. 20 people out of a convention of 8000-9000 (and not all of them part of the convention). Kind of sad there aren't more geeks.

I also finally met Eric Weisstein, who created Mathworld. I was surprised at how young he is. (Pot calling the kettle black, I know.) The folks at Mathematica were, I think, happy to get to geek out with me a bit -- mostly they only get to show the teachers pretty pictures. But every once in a while one comes by that wants to see the math. I was amused to see that one of the Mathematica exhibitors was a teacher here in San Diego. It didn't surprise me to learn that she's from arguably the area's best high school (lots of SDMCers and, I think, the most USAMO qualifiers of any school in our area -- we like to think this isn't a coincidence).

And it snowed, which reminded me how much I like San Diego. Though at 90 degrees, it's a little hot today!

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It is depressing that teachers claimed not to have any high-performing students. Why would they speak so harshly about their own students? I suppose I've been lucky. Anyhow, wouldn't teachers like high-performing students better? If they're in the same classes as the other students, aren't they easier to teach (as long as they're not disruptive)? (This is assuming that the teacher doesn't give them different work to do. It would probably be harder to teach them material they found challenging and stimulating.)

by Boy Soprano II, Apr 14, 2008, 2:14 AM

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Quote:
At times, I have to admit feeling like we're a lone voice in the wilderness when going to these conventions and trying to tell people that educating strong students is critical. And it makes me wonder -- usually lone voices in the wilderness are alone for a reason.

Whenever you have a feeling like that remember that AoPS community has 41875 members. And you can be sure that they are here for a reason...

by Wichking, Apr 14, 2008, 2:21 PM

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Many middle school math teachers like to have high-performing students. That way, they can tell them to help the other students while they check their facebook, and not feel guilty about it.

by archimedes1, Apr 17, 2008, 4:42 AM

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