My disadvantage as an awful Math student is compensated with the advantages that I am very curious and dedicated, understand definitions very well, but essentially that I am able to think as a 5 or 4-year-old easily. I am a terrific English teacher, I love to teach children very difficult things way above their kinder or primary school levels. And they get them!

When I started my game, I decided to use what I know of Mathematical Linguistics and defined “numeral” as the significant of the quantity, that is the vehicle which is used to transport the meaning. The quantity will be the thing itself, realia (in English teachers’ slang, sorry, terminology) or referent, the elements of the set (essentially a class), and the name of the set would be the numeral. The value would be the meaning which we carry in our minds. The elements could be marbles, horses or anything you may want. But if you want to operate with them, you must make them entirely consistent; a set or collection of objects which are inconsistent (cats with automobiles and planets) cannot be used. That’s why I prefer to call them classes…but that’s me. Categories are sets that have operations inside themselves as far as I understand.

I’ve been consulting anything I may grab with my digital hands on manipulators, Montessori, Reggia Emilia, and Waldorf. Also, anything else I can encounter, because an authentic board game has to be played at first sight WITHOUT A TEACHER OR A CLASS.

I’ would like to see in your webpage some explanations on Infinitesimal Calculus and its relations with Analytic Geometry and Trigonometry, Statistics and Probability.

For what I’ve been reading, you may pull this off easily.

]]>This seems related to a post from a while back (yours?) that if a number ends in 0 then it’s even, so 5.0 must be even.

Procedural approaches are fine if the test checks for it. You can have a test that is designed to find out if a student knows how to use “the” quadratic equation, or even how to do long division. The evil thing is when a test-writer knows which procedures the students have learned and then uses it against them (as if that’s not a hollow victory). I’d make a bet that I can make a grade-level question which breaks ANY procedure that is taught in K-12 schools. This doesn’t mean procedure should be avoided, but its limitations should he known and given as a warning to the user.

E.G. for |…|

remove the negatives? -|5|

only remove negatives inside? |-(3 + -5)|

only remove the first negative inside? |-3*-3|

compute the value inside and then remove any negative |2x-4x|

I was thinking about rolling two dice. There is one combination for 2 and 12. Two combinations for 3 and 11, three combinations for 4 and 10, four combinations for 5 and 9, five combinations for 6 and 8, and six combinations for 7 = 36 possible combinations. I feel this is related to pascal’s triangle but can’t see how.

]]>That is endless and lacking in joints.

If you give it a bend

Or give it an end,

This results in you losing some points.

Ray Charles, Ray Parker got praise.

Their duets were starting a craze

On heavy rotation

Throughout all the nation.

Their angle? A merging of Rays.

With a triangle right and scalene

(Or isosceles, isn’t that keen?)

The height of the hunk

Is the root of the chunks

As a product… not to be mean.

Pythagoras (“Fred” to his crew)

Was found fretting the square root of two

They said, “Here’s a theorem,”

But he couldn’t quite hear ’em

Since Fred was irrational, too.