I’ve seen a lot of reshares of this report about the long-term effect of gender bias in elementary math, which comes from an NBER working paper about a study of Israeli schools. The usual presentation highlights one specific result, namely that on a math test graded by teachers who knew the names of the students,… Continue reading Some Notes on Gender Bias in Elementary School Math
Category: Academia
On Intelligence and Talent
Probably the dumbest person I’ve ever met in my life was a housemate in grad school. I didn’t do my lab work on campus, so I wasn’t living in a neighborhood where cheap housing was rented to students, but in a place where folks were either genuinely poor, or in the market for very temporary… Continue reading On Intelligence and Talent
The Problem with (and Promise of) Word Problems
Math with Bad Drawings has a post about “word problems” that will sound very familiar to anyone who’s taught introductory physics. As he notes, the problem with “word problems” for math-phobic students is that it requires translating words into symbols, and then using the symbols to select a procedure. It adds a step to what… Continue reading The Problem with (and Promise of) Word Problems
Surprise!
Over at Curious Wavefunction, Ashutosh Jogalekar offers a list of great surprising results in physics. This is fairly comprehensive, but leaves out one of my favorites, which is the discovery of the muon. Muons are particles like electrons, but a couple hundred times heavier. When they were first detected in cosmic ray traces in 1936,… Continue reading Surprise!
Hiring Completed
Having made several mentions here of the two tenure-track faculty positions we were trying to fill, I feel like I ought to at least note the completion of the search. As of last Friday, all the papers have been signed with properly dotted i’s and crossed t’s, and we have two new tenure-track assistant professors… Continue reading Hiring Completed
Thanks, Common Core
“Daddy, ask me a math problem.” “OK. What’s 18 plus 6?” “Ummm… 24.” “Correct.” “See, I just keep the 18 and then add 2 from the 6 to get 20. That leaves 4 from the six, and 20 plus 4 is 24.” “Right. Good work.” —— “Hey, SteelyKid. What’s 120 plus 180?” “Ummm… 300.” “Very… Continue reading Thanks, Common Core
Some Follow-Up on Teaching
Yesterday’s Open Letter to Neil deGrasse Tyson struck a chord with a lot of people, and has spread a good distance on social media, which is gratifying. Given the delocalized nature of modern social media, though, it means I’m having essentially the same argument in five different places via different platforms. In the interest of… Continue reading Some Follow-Up on Teaching
An Open Letter to Neil deGrasse Tyson
Dr. Tyson: (I find the faux-familiar thing people do with “open letters” really grating, so I’m not going to presume to call you “Neil” through the following…) First of all, I should probably say “Thanks,” because I’m using some of your material in my class this term– I had them read Stick in the Mud… Continue reading An Open Letter to Neil deGrasse Tyson
PNAS: Mark Jackson, Crowd-Funding Entrepreneur
I’ve decided to do a new round of profiles in the Project for Non-Academic Science (acronym deliberately chosen to coincide with a journal), as a way of getting a little more information out there to students studying in STEM fields who will likely end up with jobs off the “standard” academic science track. The fourteenth… Continue reading PNAS: Mark Jackson, Crowd-Funding Entrepreneur
PNAS: What We Learn From Science
I’ve been intermittently profiling people with STEM degrees and non-academic jobs since 2009, as it turns out. One of the questions in the profile asks “What’s the most important thing you learned from science?” These have been some of the most interesting responses, so I thought it might be interesting, while I sit here and… Continue reading PNAS: What We Learn From Science