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Little math videos
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| mathbeetle |
Posted on March 03 2010 11:15 PM
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Member
Location: England
Posts: 4
Joined: 2010-03-03
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Hello
I am a maths teacher with mild number anxiety. I can stand in front of 30 stroppy teenagers juggling algebra, but would go blank if I had to add up a few drink prices for friends. Of course the job would be more likely to get passed to me, because I am "the maths person". Actually when I was a young woman I had a job in a bar for two days - I was dismissed for being too slow with the money, and too worried-looking!
Every day I have been adding to a collection of short videos on Youtube. These are rather different in style from most other math videos, and are as un-baffling as possible. They are not intended for children, rather for mature readers with basic arithmetic.
I would be very grateful for any feedback on these videos: here is a link to one
http://www.youtub...xzaDeVwN0o
Thanks |
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| saruna |
Posted on March 04 2010 04:55 AM
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Member
Location: United States
Posts: 195
Joined: 2008-01-08
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Hi MathBeetle, thanks for posting a link to these videos. I have a few minor comments and most of them have to do with my confusion over British terms for things. For example, I've never heard 0.2 read as naught point 2, so the term "naught" threw me off. If the videos are meant for an international audience, it might be easier to simply say "zero" instead of "naught."
You completely lost me when you started talking about 2/5 of 60. It would have been more helpful to me if you would have said "5 divides" or "the bottom number divides" instead of "this number divides." The same goes with the top number. I'm not sure why, but I got really confused and had to play back the video a few times. It might just be one of "those days" but I'm not sure... I just had another thought, it might be useful to introduce the concept that fractions represent division.
Continuing with that example, I suggest saying: "To find out what 2/5 of 60 is, first divide 60 by 5. The answer is 12. Next, multiply 12 by 2. Once again, to determine the answer, first divide the top number by 60 and then take that answer and multiply by the bottom number."
It could be that I'm confused by your method because I'd work the problem differently. This is what I would do:
2/5 Times 60/1 = 120/5.
Divide 120/5 = 24.
Note: I tried to write it vertically here but I couldn't figure out how to get everything lined up...but I intended for all of the fractions to be written vertically so that the student can multiply "straight across."
At any rate, I liked the slow pace that you took with introducing each concept. I think that these could really be helpful.
Will you be doing any involving algebra? A series of videos explaining factoring would be VERY helpful. I have been frustrated because each professor I've had teaches a different "method" for factoring and I keep getting all of the different ways to factor confused. It just makes it harder. If I can find one way for each type of factoring problem, it'd be best...
Anyway, thank you for taking the time to make these!
Edited by saruna on March 04 2010 05:12 AM |
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| mathbeetle |
Posted on March 04 2010 09:09 AM
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Member
Location: England
Posts: 4
Joined: 2010-03-03
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Hello saruna
Thanks very much for the helpful comments, I will take them on board. There no doubt will be some words which I say in a particularly English way, and I am happy to have this pointed out so that I can change it to a more widely used alternative, such as zero instead of naught.
The confusion over the 2/5 I can understand - I was a little aware of that ambiguity on watching it afterwards, and I intend to sort out these points on a revision of all videos once I have put up 50 or so.
There are always going to be a variety of methods for certain math tasks such as finding a fraction of a quantity, and if someone already has a technique which works for them, it will not appeal to change to another. However after tutoring many individuals, I myself have moved away from algorithms which require little understanding, to methods which keep clear the role of each number, so that this understanding can be used flexibly and also carried through to algebra - that is certainly where I am heading with these videos.
Once again, thank you very much for your consideration and reply. |
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| Kestrel6 |
Posted on March 04 2010 01:28 PM
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Member
Location: Houston TX
Posts: 448
Joined: 2009-08-26
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It worked fine for me, but I speak Brit thanks to a dozen Scots cousins. I'm going to bookmark this; forever needing help to reduce recipes and whatnot. Thanks!
Blessed are the PURR in heart! |
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| mathbeetle |
Posted on March 06 2010 11:24 PM
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Member
Location: England
Posts: 4
Joined: 2010-03-03
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Hi Kestrel6
Glad you got on alright with the accent - you have a headstart since your relatives are Scottish. I am originally from Scotland myself! |
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| justfoundout |
Posted on March 06 2010 11:57 PM
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Member
Location: Texas USA
Posts: 6101
Joined: 2008-05-25
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3/6/10
Dear mathbeetle,
The word 'nought' works just fine for me. This word is in common usage here in Texas, and I'm also familiar with it from reading classical literature. - jus'
Edited by justfoundout on March 08 2010 04:32 PM |
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| Kestrel6 |
Posted on March 07 2010 02:36 AM
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Member
Location: Houston TX
Posts: 448
Joined: 2009-08-26
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mathbeetle wrote:
Hi Kestrel6
Glad you got on alright with the accent - you have a headstart since your relatives are Scottish. I am originally from Scotland myself!
Clan MacLean, from the Isle of Mull !
Blessed are the PURR in heart! |
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