I wish this event could be used to study how kids learn. http://www.hak4kidz.com
I taught Python and felt I made good use of the 8 hours, will make better use of the 8 hours next time, and continue this pattern. Except it pains me that I am the one trying to understand how people learn, and I suspect someone who had a proper foundation would both improve the 8 hours more than me, and also take away some observations that I would hope could improve general teaching techniques. What I can say: having visual results engaged them. being able to create graphic images that would be next to impossible by hand, even with hours of tedious effort, and a few loops and math and something beautiful appears almost instantly, that grabs their attention. On Mon, Oct 2, 2017 at 3:35 AM, kirby urner <kirby.ur...@gmail.com> wrote: > > Given I'm spending 3-4 days a week with 5th & 6th graders, teaching them > Python, I'm looking for ways to sync with what Common Core says they should > be learning math-wise. > > They general strategy here is to look for topics already in the curriculum > and develop coding skills around those topics. > > Turns out that prime versus composite is important at that age, and the > classic algorithm used to teach that is the Sieve of Eratosthenes. Most > coders have written at least one of those. > > Since we're transitioning from block-based MIT Scratch with not much > keyboarding, to full-fledged lexical Python, I'm thinking to assess > facility with keyboarding (typing) by having them hand-enter a Sieve, and > running it to check for any syntax errors. > > While we're still doing natural and whole numbers it makes sense to look > at other number series as well, ones we can explore using very simple > Python. > > Triangular and square numbers, then polyhedral number sequences, such as > successive shells around a nucleus. 1, 12, 42, 92... > > http://oeis.org/A005901 (note link to my website under links) > https://github.com/4dsolutions/Python5/blob/master/STEM%20Mathematics. > ipynb > > Pascal's Triangle is an important hub for studying number sequences. It > even embeds the Fibonacci Numbers. > > These are the kinds of ideas I've been circling for some years. > http://4dsolutions.net/ocn/numeracy0.html > > What's new is I'm getting more opportunities to test them in real world > classrooms. Coding with Kids is keeping me busy. > > With my adult students, I'm looking at what I call the "Five Dimensions of > Python" wherein they expand their awareness of the language, from keywords > (dimension 0) to 3rd party ecosystem (dimension 4). > > http://mybizmo.blogspot.com/2017/09/five-dimensions-of-python.html > (links to another Jupyter Notebook) > > I've finally figured out that Codesters (codesters.com) is about Python > 2.7, not Python 3.x. I've been confused on that score. > > Given cryptography is playing a more important role in everyday eCommerce, > it makes sense to beef up some of the Number and Group Theory aspects of > K-12. > > I've been arguing on math-teach that right when we introduce primes versus > composites, we should likewise introduce Fermat's primality test. > > http://mathforum.org/kb/message.jspa?messageID=10241002 > http://mathforum.org/kb/thread.jspa?threadID=2883906 > > Kirby > > > _______________________________________________ > Edu-sig mailing list > Edu-sig@python.org > https://mail.python.org/mailman/listinfo/edu-sig > >
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
