Mr Dankman

The three smaller squares are the same size. What’s the angle?

Okay - this right here is wrong. Teachers, you have one tweet's worth of feedback to write to the student. What are you going to say? #iteachmath

I've found a new use for Desmos...

f(f(x)+f(x)+f(x))

@robertskmiles Reading, analyzing, and responding to student work very commonly, perhaps necessarily, plays an important role in the teaching-learning cycle in many classroom contexts, eg public secondary math and science ed in US. It's how we learn what students are thinking and learning!

Interesting that teachers seemed to go straight to worrying about automating homework, rather than getting excited about automating *grading and marking*. It takes a *huge* amount of teachers' time right now, and is well within current LLM capabilities

@Desmos in the world language classroom docs.google.com/spreadsheets/d… So many to go through, though mostly French and Spanish, but clearly some teachers find the platform more useful than...other online lesson tools 🍐🙌

@averypickford That said, I care for precision as a math thinker and teacher because it's actually meaningful and valuable in math. Which is also for me thankfully reflected in the practice standards. Precision enforcement has always backfired for me if it's not grounded in purpose.

@averypickford We can talk about how that means same size and shape, and policing language hasn't been helpful for me w teaching. This can be a good point for differentiation in assessment, but of course isn't the most important issue wrt congruence.

@averypickford If I'm not doing a good job, which I often don't, making the meaning and value of congruence central to our content, then I really don't feel like trying to hold them to a standard about language precision is fair or helpful, and they also don't do as well with language precision

Learning in person had its challenges too

@ClarkeMathEd @AnkerMath This activity was hugely popular with my students! What a brilliant way to make polynomial division algorithm make sense! My students said things like "Whoah--So it's just a pattern?! Now it makes sense!" Yes, it's all patterns! Thanks for showing us how to find them.

@ClarkeMathEd @AnkerMath Here's a desmos I borrowed from @AnkerMath about long division, and my students loved it! Great IM3 resource. Any fruits of your collaboration are probably going to be awesome, so don't be shy about sharing! Thanks again for all you do @AnkerMath. teacher.desmos.com/activitybuilde…

hey @AnkerMath - I am new to SD (CA in general) and am working on finding resources for IM3 as I get more familiar with integrated curriculum...would love to collaborate!

@AnkerMath @ClarkeMathEd Thanks @AnkerMath. Whenever I try to make my own lesson and then later find a lesson you made on the same topic, I learn so much!

@DankmanMath @ClarkeMathEd :) docs.google.com/document/d/1Oe…

@AnkerMath @ClarkeMathEd Hi @AnkerMath--does that mean you have *more* excellent IM3 AB resources you've worked on? Asking for a friend ;)

@ClarkeMathEd I DM'd you 👍

@mike_geogebra @geogebra Perfect. Thank you very much!

@DankmanMath @geogebra Have you tried the Shear() and Stretch() commands?

Does anyone have a good way to dilate wrt an arbitrary line in @geogebra?

@ddmeyer Def save both! And both would be superduper awesome w the new dashboard. Omg get another floatie plz.

Central Park and Function Carnival are both in the water calling for help. You have one life preserver. Wyd. twitter.com/_KMann__/statu…

@geogebra Thanks! What about scaling wrt an arbitrary line? Analogous to eg kf(x) wrt to the x-axis, but w arbitrary set of points wrt an arbitrary line.

@DankmanMath You can dilate about a point. Here’s how: #material/DxpuzwjE" target="_blank" rel="nofollow noopener">geogebra.org/m/NUtDnGgC#mat….