Adrian led a pack of disbelievers in the claim that 0.999… = 1. “You’re crazy, Orlin,” he said. “You’ve lost your grip on reality. Snap out of it.” With my sanity under challenge (for neither the first nor the last time), I pushed back by offering the standard proof of the fact.
And now we come to my third sentiment, the one occupying the greatest real estate in my thoughts.
There are moments of teaching I like to remember - episodes of cleverness, compassion, success. And then there are the other moments, the ones that my thoughts tend to flee, the ones I prefer not to think about. This is a story about both.
Dear Students Who Think Graphing is Stupid, Right on! Graphs are stupid. Cosmically stupid. Deliberately stupid. In fact - and I hate to pull this rhetorical trick on you, but you leave me with no choice - that's kind of the point. A graph is not an end product. It’s more like a map – a simplified … Continue reading Stupid Graphs!
This is a story about one small compromise that I refused to make, a stubborn act that paid off, though I didn’t expect it to. The setting is a Calculus classroom, but I hope the story will resonate with anyone who spies something dubious in the rigid and widespread assumption that learning can be endlessly itemized, carefully quantized, and instantaneously measured.