Help wanted: Math On-A-Stick

We are almost ready for Year 2 of Math On-A-Stick at the Minnesota State Fair. Last year’s favorites are back. We have a few delightful new exhibits.

And we need help.

The fair is a bit more than a week away, and we have several shifts that still require volunteers.

If you are in a position to help, please do. Here’s how:

  • Sign up for a shift.
  • Sign up for a second (third? fourth?) shift.
  • Bring a friend.
  • Recruit, recruit, recruit.
  • Share on Facebook.
  • Email your colleagues (and neighbors and students and….?)
  • Forward this post to everyone you know!
  • Tell your spouse he/she is gonna need to rally for the cause.

Here are dates and times we especially need help:

Sunday, Aug. 28 5:00—8:15 p.m.

Monday, Aug. 29 2:15—5:15 p.m. and 5—8:15 p.m.

Wednesday, Aug. 31 8:45 a.m.—11:45 a.m., 2:15—5:15 p.m. and 5—8:15 p.m.

Thursday, Sept. 1 11:30 a.m.—2:30 p.m., 2:15—5:15 p.m. and 5—8:15 p.m.

Friday, Sept. 2 11:30 a.m.—2:30 p.m. and 2:15—5:15 p.m.

Saturday, Sept. 3 11:30 a.m.—2:30 p.m. and 2:15—5:15 p.m.

Sunday, Sept. 4 8:45 a.m.—11:45 a.m., 2:15—5:15 p.m. and 5—8:15 p.m.

Monday, Sept. 5 (Labor Day) 2:15—5:15 p.m. and 5—8:15 p.m.

Here’s the link: http://www.signupgenius.com/go/4090d4eadaf2aa7fd0-volunteer

Email me if you have any questions: mathematics.csd@gmail.com

Need help visualizing Math On-A-Stick? Check out our photo album from last year.

Or watch this video.

Or read this post from last year’s Fair.

Whatever you can do to help spread the word, all of us involved in making Math On-A-Stick happen thank you!

On helping children to love math

Some version of the following comes through my email Inbox every so often.

My daughter does not like maths. How can I ignite the passion for maths? She’s 8 and I feel she’s got to learn the importance of maths but how can I do it?  A teacher told her Maths is not for everyone and she believes it. Help!

Here is a version of my standard response.


Your story strikes close to my heart.

You may well know that girls are much more likely to get these kinds of messages from teachers than boys are, and they are much more likely to internalize these messages, as their teachers are much more likely to be same-gender role models.

It is all heartbreaking.

And I’ve seen these forces first-hand this year with my 9-year-old daughter. Her teacher said to her in a parent-teacher conference, “Your mind is better with words than with numbers, isn’t it?”

This, despite extensive evidence that she is a super creative mathematical thinker. A significant fraction of that evidence is documented on my blog, Talking Math with Your Kids.

With my own children, I have taken the perspective that “loving math” or even “appreciating its importance” may not be reasonable goals. Instead, being able to see math in their lives, and becoming competent mathematicians is.

Of course I would love for my children to love math, just as I would love for them to love reading. But I can’t enforce those emotions. What I can do is infuse my children’s everyday world with shapes, patterns, and numbers just as I infuse their world with words and stories.

This blog is full of concrete examples of opportunities for this. The post about hot chocolate is probably the simplest and clearest example of how parents can make simple changes to support their kids’ developing mathematical minds.

I would also recommend spending some time reading the research posts. There’s a lot of useful and interesting research work going on in math education right now, especially as it pertains to elementary-aged children, parents, and math.

Please don’t hesitate to reach out if there is anything further I can do to support you and your daughter.

I wish you both the best!

Christopher

Tessalation: A great new book

Tessalation is a terrific new picture book by Emily Grosvenor. The story involves a little girl whose mother needs a bit of peace and quiet, so sends her outside to play. While outside, Tessa (get it?) notices shapes fitting together without gaps everywhere she looks.

I helped sponsor Tessalation on Kickstarter this spring, and our hard copies arrived last week. Naturally Tabitha (9 years old) and I read it together right away.

Here are some of the things Tabitha, Griffin (11 years old) and I noticed and discussed while reading it, and afterwards:

  • The turtles are delightful.
  • While they are somewhat different turtles from the ones we’ve played with around the house for the last year, they have an important characteristic in common—two noses and two tails come together in both tessellations.
  • There are tessellating leaves that look an awful lot like some shapes I’ve made and we’ve played with a number of times. We saw kites and hexagons and triangles in the leaves just as we have in the pink quadrilaterals below.
  • We wondered whether this object counts as a tessellation. (It’s not from the book, but Tessa set a great example for us to notice and ask about tessellations in our world.)

2016-07-11 17.32.02

All in all, Tessalation is perfectly aligned with the Talking Math with Your Kids spirit. It creates a richly structured and playful space for parents and children to notice things and to converse. The language is fun. The images are beautiful. Tabitha and I highly recommend it.


Quick notes: Tessalation will be a component of August’s Summer of Math box. It’s not too late to sign up! Also, we’ll soon have a Tessalation/Tiling Turtles combo pack available. You can order the book right now from Waldorf Books, and e-books from Amazon.

 

Ceiling fan arithmetic

Summer has arrived in Minnesota, and that means we alternate between warm days where we open the windows and run the ceiling fan, and hot days where we close everything up and run the air conditioning (a luxury, btw, that our 1928-built home only got about five years back).

ceilingfan

Not our ceiling fan.
Image credit: Brian Snelson (CC-BY 2.0)

Tabitha is naturally curious about how the ceiling fan works. In case you don’t have experience with them, or yours works differently from ours, here are the basics: There is a switch on the wall—just like a light switch—that powers the fan. Then there is a chain hanging from the fan itself that affects the speed. There are four settings controlled by the chain—High, Medium, Low, and Off.

By the time this conversation takes place, Tabitha and I have already explored a variety of ceiling fan questions, such as If the fan is off, should you pull the chain to turn it on, or head over to the light switch? and How many times can I pull the chain before my parents tell me to stop playing with the fan?

On this day, I ask Tabitha to flip the wall switch to turn on the fan, which she does. She then starts to stand up on the couch to reach the chain. I ask why.

Tabitha (9 years old): I want to see if it’s on high.

Me: But how will you know? If you pull the chain it will slow down, but that’s what it always does. So how will you know whether it was on high to begin with?

T: Well, it doesn’t always slow down, otherwise how would it ever be on high?

So What Do We Learn?

There is some very deep math going on here.

Tabitha and I are playing with properties of modular arithmetic, but she (and you) don’t need to know the specifics. Things that go in cycles are all examples of this kind of math.

The classic example is time. You could say that later times have bigger numbers. 4 is later than 3; 12 is later than 9. This is just like my claim that every pull of the chain slows down the fan. Both of these claims are only sort of true. Three in the afternoon is later than 11 in the morning, despite having a smaller number. If the fan is on low and you pull the chain twice, it’ll be on high.

People study these things in great depth in the field of Modern Algebra, and the ideas are useful in all sorts of places.

Starting the Conversation

Play with a ceiling fan. Talk about staying up all night. Notice together that weird things happen when the fan is in the off position, and at midnight and noon. Wonder aloud whether 12 o’clock is like zero (and if not, what is?)

Play around with basic facts in this ceiling fan environment. If it’s on high, how many pulls to turn it off? If it’s on low, how many to get it to medium? I just pulled the chain three times and now it’s on low—where was it before? Etc. Challenge the child; have the child challenge you.

Stay cool!

The Summer of Math

Hey parents! Listen closely. Do you hear that? It’s the sound of school letting out for the summer!

You’ve got your summer camps planned, your squirt guns at the ready, and you’re all set to hit the library as many times as needed to keep your kids reading all summer long.

Now you need a plan to keep their math minds active.

At Talking Math with Your Kids, we’ve got you covered.

Announcing The Summer of Math.

Photo May 21, 12 18 38 PM

A small sample of the fun to be had this summer!

Here’s how it works. You can head over to the Talking Math with Your Kids store, pay for a subscription to The Summer of Math, and all summer long we’ll ship you awesome, fun stuff that will keep you and your 5—10 year old busy playing and talking math.

You’ll color, count, make patterns, designs and shapes. You’ll read together, draw, and challenge yourselves. You’ll notice. You’ll wonder. You’ll play. And when school starts back up in the fall, your kids will remember this as the best, mathiest summer ever.

The details

Each month June—September, we’ll ship you a box that contains a bunch of great stuff—at least one book, at least one related set of mathy things to play with, and at least one special surprise. For example, in June you’ll get one beautiful math coloring book, one terrific activity book, all the supplies you need for both of these, a set of spiraling pentagons (so you can make your own awesome designs like those in the coloring book), and a little something extra we cannot yet divulge.

Plus a newsletter where we’ll share additional ideas, questions, cool math stuff we’ve been doing, and reports you send us of the mathy fun you’ve had this summer.

We’ll ship the first week of each month. One week before we ship it out, we’ll send you an email letting you know exactly what’s coming your way (except for the surprise—that’s always a surprise!) You can let us know if you need to add, delete, or swap anything out. We can easily credit you for things you already have (but it’s not likely you’ll already have much of what we’ve got planned), or substitute something new and awesome for it.

We’ll have a Facebook page where we’ll share our mathy adventures and encourage you to share yours.

What are you waiting for? Click on through and join us for The Summer of Math!

Talking Math with Your Kids update

As spring approaches, it’s time to update readers on what’s going on behind the scenes at Talking Math with Your Kids.

The blog

The pace of posting has slowed way down in recent months. Rest assured that we’re still talking math around the house, and that my dedication to helping others do the same remains strong. I have lots to write, but not much time to write it because…

Math On-A-Stick

Two years ago, I began to wonder how to expand the work of this blog beyond the parents who have the time, technology, and inclination to read blogs.

One year ago, I pitched an idea for this to the Minnesota State Fair.

And last summer we inaugurated what is now an annual event: Math On-A-Stick. Planning is under way for year two, with help from the Minnesota Council of Teachers of Mathematics, The Math Forum, the National Council of Teachers of Mathematics, the Minnesota State Fair, and the Minnesota State Fair Foundation.

The number one question at the Fair was Where can we buy the turtles?

turtles

At the time, the answer was “Nowhere”. We had asked permission from their designers, Jos Leys and Kevin Lee, only to cut them for Math On-A-Stick. Soon afterwards, I got permission from Jos to make and sell these turtles. I also got permission from Kevin who adapted Jos’s design for laser cutting using his own software (which is a ton of fun, and which you can buy from him) Tesselmaniac.

The store

The Talking Math with Your Kids Store, at talkingmathwithkids.squarespace.com, opened late last fall with tiling turtles as the main offering. It is now stocked with a number of things to support parents and children in math activities and conversations—Pattern Machines, Tiling Turtles, Spiraling Pentagons, a gorgeous coloring book, and more on the way soon.

Click on through and have a look if you haven’t done so yet.

A book

I recently submitted the final manuscript for Which One Doesn’t Belong? A Better Shapes Book. There will be both a home/student edition, and a companion guide. It is being published by Stenhouse this summer.

More

The big ideas continue to flow, and further collaborations are in the works. Keep an eye on this space. In the meantime, you can expect a few new posts in the coming weeks as my attention shifts from book-writing mode.

And don’t forget to follow the fun on Twitter at the #tmwyk hashtag, where people share young children’s beautiful ideas and questions on a daily basis.