I started a Math and Science club at a local elementary school here in my city. Instead of inviting students to come to campus, I regularly go to the school. Students stay after their classes are over. I alternate between math and science. For math, I try to show interesting ideas, some magic tricks that involve math. For science, I try to bring games, like “snap circuits”.

Why did I choose an elementary school? I have a five year old girl and it was easier to get contacts, since I am always there.

We made the local newspaper twice. Last time was last week.

https://www.victoriaadvocate.com/news/2014/nov/15/more-uhv-faculty-get-involved-in-elementary-school/

I want them to see Math as a daily-basis tool for their goals. A tool that can help them explore other components of the world. Something that will help them become better professionals (whichever profession they choose) and better citizens.

I try to accomplish this by showing completely different situations whose math behind them are extremely similar.

]]>I think this exercise is really helpful, but I find my colleagues very resistant to these kinds of conversations.

]]>– “Applied mathematics exam questions are a conserved quantity: they can never be created or destroyed.”

– “Our buddy Tooft says…” (referencing Gerard ‘t Hooft)

– “Not sure what’s going on hoe” (head of department grading a student’s work with ambiguous handwriting http://i.imgur.com/SMUTF9r.jpg )

It’s important to gather all the information you can regarding the expectations: what things you should emphasize and how to present your weak points. This is not easy, it takes time.

Last but not least, ask advice to your many mentors and show the material around. Different people will be able to give you feedback on different parts and help you improve your dossier presentation.

]]>In Hawaii, “pau” (pronounced “pow”) means “finished.” So a lot of our students write “PAU” instead of “QED” at the end of proofs. ]]>