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Exit Slip: Oct 1st

In the discussion group we talked about how intuition could be involved in math/science education. We talked about how math is sometimes called art by mathematicians , and art is directly related to spirituality because it involes intuition, imagination, and God-given inspirations. We also talked about how we kind of have an intuition of how the question goes (in which direction) and we use that intuition to help us find the answer. For example, when looking at a geometry problem, with accumulated practice , we would have an intuition of how we should solve the problem and we could go into that direction to experiment with our methods. We also talked about how we do not want to instill too much spirituality into our students' mind because that seems not an appropriate thing to do. We could expose them to these different ideas and concepts but we should not "teach" them. We should let them decide for themselves as to which concepts/ ideas they want to believe. 
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Entrance Slip : Sept 24

  I think that scientific/ mathematical terminologies are used for the purpose of common understanding in a certain community of people. As stated in the article: “the Potawatomi understanding of what it means to be animate diverges from the list of attributes of living beings we all learned in Biology 101. In Potawatomi 101, rocks are animate, as are mountains and water and fire and places. Beings that are imbued with spirit, our sacred medicines, our songs, drums, and even stories, are all animate....of apple, we must say, “ Who is that being?” And reply Mshimin yawe. Apple that being is.” Due to different understanding of objects, one may have different approaches to terminologies. Westerners learn the terminologies we have for all the “objects” and define them as “inanimate” things. However, the Indigenous people may think otherwise. Terminologies in a way determines the stance we have when dealing with nature. As stated, "The language is the heart of our culture; it hol...
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Entrance Slip : Oct 1

  1) Two things that surprised you or made you stop.   2) Your own thoughts about what we can or should do as math and science teachers in the situation of the present climate crisis and mass extinction. How to address the situation, students’ and adults’ knowledge and emotions, and effective action (as much as possible)?   One thing that made me stop was this paragraph :” The efficiency with which various animals convert grain into protein varies widely. With cattle in feed-lots, it takes roughly 7 kilogrnms of grain to produce a 1-kilogram gain in live weight. For pork, the figure is over 3 kilograms of grain .... As the market shifts production to the more grain-efficient products, it raises the productivity of both land and water (Brown, 2009, p 226)” “It suggests that a diet of vegetables and herbivorous fish may provide a ready solution for eliminating over 65 % of the pollution  caused by protein production” Despite of the fact that the author has g...
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