#amteaching — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #amteaching, aggregated by home.social.
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The person who didn't manage to finish grading the last exams before vacation... has to grade it afterwards. Ugh.
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“I’ll skip this section for now, we’ll do it as a punishment later if you don’t ask enough questions.”
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K1: what do your students have to do in their exam?
Me: um... oh!!! You can actually do a tiny bit of this exam question yourself.
K1: really?!
Me: sure. Imagine you have two dice and throw them. How many ways are there to get a sum of ten when you count the numbers you've got?
K1: *thinks* 5 and 5, 4 and 6, and the other way, 6 and 4... so... three?
Me: yep. Now you've gotten, like, 0,5 % of the exam right!
Next step: teach them more fractions to calculate probabilities 😂
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Last Q & A session before exams.
This student, who has failed the last time they took this exam, might now have understood the chain rule. Too bad they'll have to do things like solve differential equations in the exam.
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Today I got not just one but THREE teaching compliments!
After the stats class: "my brother has Down Syndrome. Thank you for speaking out so clearly against eugenics and racism"
After the first-year calculus class: "I audited your class today to see what the university was like and couldn't have gotten a better impression"
After the second-year calculus class and a rather technical lecture: "that was an awesome lesson, thank you!"
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RE: https://mastodon.gamedev.place/@shana/116526661413699845
I teach them exactly like this 😎
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Looking for nice examples for Chi-squared tests, I am annoyed yet again that SO MANY are about testing whether this or that is independent of a random variable called "gender" which can only have two values.
🙄
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aaah the Lagrange-Legendre weakness stroke again!
*edits exam*
No idea why I always mix these two up.
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Teaching wins of the day:
- nice connections between different chapters in this class, tools being re-used in different contexts. "Same equations, same solutions" is something I really love💙
- wearing my e^{\pi i} +1 = 0 t-shirt to the appropriate class 😎
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Queering calculus for engineering first-years: casually using neopronouns in a problem ✓ 🏳️🌈
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Kill your darlings, lecture note style:
There's this super neat example that's just too complicated and difficult to explain to fit into this class 😭
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There's a really common mistake in this exam that I didn't anticipate. It's "integration by parts of wishful thinking":
The students integrate by parts, then "solve" the second integral (which can, in fact, be done by a second integration by parts) by wishful thinking.
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This textbook gets worse. Also gives a short bio of Francis Galton* which only states he was pioneering research into human intelligence.
Yeah. And he believed Black people were inherently inferior. And that "the weak" should live in celibate communities. And he made a map showing where the most beautiful women of Britain lived (beauty as defined by the very scientific standard of... himself).
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Oh, this German (!) stats textbook gives a short bio of Karl Pearson* which completely fails to mention his racist and sexist views while neutrally noting he was a professor of eugenics and wrote on "women's issues".
<sarcasm> Lovely. </sarcasm>
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Reading intro to statistics textbooks (because I have to teach statistics for engineers next semester).
It's kind of amusing to read all these examples assuming there are only boys and girls or men and women as an agender person. Kind of.
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Hot take of one my students: "no one needs mergesort anymore, one can ask ChatGPT to sort"
🤨
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Whyyyy does my brain now give me good ideas for examples to show in math for engineering second-years? I need to write this exam and these problems are too nice for it!
Why am I like this.
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Actual questions asked in and after engineering second-years calculus class:
- whether (x^2)^2 simplifies to x^4
- how to take the derivative of z -> |z| in complex analysis
I am slightly in awe of these differences in knowledge.
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I know my students love "integration by wishful thinking", but TIL they can also do "determinant calculation by wishful thinking".
You can do it for non-quadratic matrices as well!
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Student tries (and fails) to solve an integral by substituting u=x.
Yeah, rebranding won't work here.
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Exam arithmetics...
0/0 = 0
1/3 > 1
1/3 < 0
1/0 = 1
i = -1... yeah, that's what stress does to the poor students' brains.
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I'm always surprised how many people are like "but I can ONLY sketch functions in PENCIL" in exams.
Must be something religious.
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Argh, they have changed the data format and now my "calculate grades and other stuff like grade distributions" script doesn't work anymore!
*adjusts code*
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Student: we've asked ChatGPT to generate a problem where one solves a linear differential equation, but we can't solve it
Me: this looks very similar* to a problem we did in class, have you looked at how we did it there?
Student: no, we asked ChatGPT to solve it, but we don't understand the solution** either
*it was, in fact, the exact same problem
**not surprising given that it used a very different notation -
I've said it before, I'll say it again: if you're afraid of students knowing what your old exams looked like, your exam isn't well-designed.
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Actual questions asked by engineering first-years during the Q&A session before the calculus final:
"But how do I divide by a fraction?"
"These are ordinary differential equations? I thought they were ODEs!"
"You can use BOTH the product AND chain rule for one derivative??!"
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Wading through the redundant text LLMs produce as student papers is bad enough, but the sales language used in supposedly technical papers is really annoying me.
Don't give me that advertisement crap!
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What's a neat power series my students can check for convergence in their exam? Bonus if the radius of convergence is neither 1 nor ∞. I'm bored by my standard examples 😝
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Some of you may already have bought or made all the Christmas presents they want to give, but I have already written 2 of the 3 exams I need to give in January! 😎