My latest project in #Desmos involves making programmed "camera moves" for animations. I often make graphs to show my students something specific. I have been trying to write functions that adjust the window so I can get videos like this. www.desmos.com/calculator/3... #ITeachMath #EduSky
OK everybody...still working out some kinks but... A new daily game, with boards written and edited by John Green. hankgreen.com/smush
I won’t be at Bridges Math conference, but my hand embroidered Lorenz Attractor will be! #ThreadedTheorems used my photo in their paper. Yay! I see @samjshah.bsky.social has his embroidered aperiodic monotile in this paper as well. #mtbos archive.bridgesmathart.org/2026/bridges...
archive.bridgesmathart.org
Here are a few more curved origami pieces I made. Technically, I made them so the crease lies in the same plane. But if I make the strips narrow enough relative to the object's size, you can get the over-and-under behavior to work pretty well. I could have made all of these except the 5₁ knot
I like the proof using complex numbers, which is how Van Aubel himself proved it (using the strange notation where √ as a stand-alone symbol means what we call i). You might enjoy my video on the subject. youtu.be/pUSI91Mo7LU
Three pretty geometric theorems, proved by complex numbers
YouTube video by Jim Simons
youtu.be
Van Aubel's Theorem (mentioned in Paul's report): the purple lines are equal and at right angles. The diagram, based on an article by Yutaka Nishiyama, provides the skeleton of a proof (nicer than Paul's proof based on vectors (in my view!)).
Does understanding the Math Practices seem impossible? I think so and I rewrote them in an attempt to make them readable. In this blog post I share my revised version of MP 4 as well as a link to download all 8 MPs in English or Spanish as a printable PDF. robertkaplinsky.com/making-...
Students were out of their seats collecting data for a related rates lab today! They compared experimental data to theoretical solutions for the classic sliding ladder, the inflating balloon, and more. A fun day of "math in motion." #ITeachMath #Calculus pbbmath.weebly.com/blog/hands-o...
A deltahedron I made at #100factorial today with the polydron triangles. It’s a size-three octahedron with three size-one tetrahedra on each face. The whole shape has 120 faces, 180 edges and 62 vertices, with exactly 40% of the edges concave. It took me two hours to make, and some extra hands.
what a final @todos-math.bsky.social e-news message! congrats to @dingleteach.blacksky.app for her leadership of TOODS as she segues into Past President; congrats to @karikokka.bsky.social as incoming President; and congrats to two incoming Directors, including Dr. Sara Rezvi! 🔗 www.todos-math.org
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At TODOS, we believe every student deserves access to mathematics that reflects their brilliance, culture, language and lived experience.
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Algebra teachers, check out these three rational exponent problems from Bryan Anderson. See the hints and answers on Open Middle: www.openmiddle.com/rational... www.openmiddle.com/rational... www.openmiddle.com/rational...
In #mathstoday (well, actually yesterday) my Year 12s tackled another great Underground Maths problem. This one worked really well & stimulated loads of discussion, helping cement their understanding of logs. Definitely recommend 👍🏼 undergroundmathematics.org/exp-and-log/...
Any chance any of you math folks out there want to uplift one of my students? She created an instagram with a fictionalized journal of mathematician Srinivasa Ramanujan [ www.instagram.com/lucie.r.vk_e.... Personally her journal floored me! *I'd love for her to get some followers!!!*
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I have a high school student who created a fictitious journal for Ramanujan for a class project, after researching his life. It's so cool, and has entries from a fictitious Ramanujan along with others. If this intrigues you, please follow&share this insta: www.instagram.com/lucie.r.vk_e... #MTBoS
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A problem to start calculus class on Monday. We're not to integration yet, but I want to start nudging student thinking in that direction. Plus a bit of retrieval practice and creative thinking/problem solving. #ITeachMath
working with students on problems of the nature: How many ways can you distribute 10 cookies among 3 people if the max # per person is m? For e.g. m = 4, you can ignore m and make the full list of all distributions. Then naively cross off every entry each time it contains an entry ≥ 5. But, then+
This is so cool! Given only the "exponential minus log" function, elm(x,y)=exp(x)-ln(y), and the constant 1, you can perform +, -, x, ÷, exp, ln, trig, powers, roots, etc. You can also obtain e and π! See arxiv.org/pdf/2603.21852 and arxiv.org/src/2603.218...
I've confirmed to speak at the NCTM Annual in Denver 🗣️🎤 Here is the abstract: 🪑: www.aievolution.com/ntm2601/Abst... Deets: #NCTMDEN26 Annual Meeting, October 28-31 in Denver! www.nctm.org/denver2026/ See you there??? #iTeachMath ♾️ #MathSky 🧮
National Council of Teachers of Mathematics
aievolution.com
I had a student who essentially needed something to yield 0 when positive and to yield 1 (or -1) when negative. They came up with this idea 💡 which was oh so lovely. #mtbos I love creativity and out of the box thinking.
Every day in Calculus, there's a warm-up on the board as students walk in. Gets them thinking and sets the tone before we even start. A few from this week: Crack the Code, Which One Doesn't Belong?, and four trig derivatives. Low stakes, high engagement. #ITeachMath #MathsToday
I probably won’t be able to read this book (Proof: How the World Became Geometrical) for a while. But I thought the two other books by the author were great. And what a lovely cover! #mtbos
These are great questions for students to be asking as they approach a challenging math question.
YES thanks. It's nice & concise, gets students going on problem-solving when they "don't know what to do". Good general framework for math & more. I have a list of things I want my Ss to be thinking when they tackle problems, wrote about here: karendcampe.wordpress.com/2017/05/10/t... #iTeachMath
At Gathering 4 Gardner, @cardcolm.bsky.social suggested I try the following 3D-printing project. Recall the "napkin ring problem": Take a sphere of radius r and drill out a hole along a diameter so the remaining shape has height h. Then the volume, V = πh³/6, does not depend on R. He thought that
Another 3D-printing suggestion from @cardcolm.bsky.social: Archimedes proved that if you slice a sphere of radius r with two planes a distance h apart, the surface area is 2πrh—the same as a cylinder of the same radius and height. So, it doesn't depend on where the slicing occurs. 1/2
I used to pride myself on writing questions that assessed what we had talked about, but in new & different ways. They'd get plenty of "the standard" questions, but I'd regularly mix in extension problems to see how they can apply their understanding. This was a favorite #mtbos #iteachmath
Small Rhombicosidodecahedron if u even care. I know it can be made with a single (incredibly long) modelling balloon because every vertex only has four lines coming from it, so it has an ✨Eulerian path✨
Not sure what phase of my life I’m in, but here’s that modelling balloon icosidodecahedron nobody asked for! In theory it could be made out of a single modelling balloon, although in reality they don’t make balloons long enough :(