Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier

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  • Published on Feb 17, 2016

  • In this perspective-expanding and enjoyable talk, Dan Finkel invites us to approach learning and teaching math with courage, curiosity, and a sense of play. Dan Finkel wants everyone to have fun with math. After completing his Ph.D. in algebraic geometry at the University of Washington, he decided that teaching math was the most important contribution he could make to the world. He has devoted much of his life to understanding and teaching the motivation, history, aesthetics, and deep structure of mathematics. Dan is the Founder and Director of Operations of Math for Love, a Seattle-based organization devoted to transforming how math is taught and learned. A teacher of teachers and students, Dan works with schools, develops curriculum, leads teacher workshops, and gives talks on mathematics and education throughout the Pacific Northwest and beyond. Dan is one of the creators of Prime Climb, the beautiful, colorful, mathematical board game. He contributes regularly to the New York Times Numberplay blog and hosts Seattle’s Julia Robinson Math Festival annually. In his spare time he performs improv comedy in Seattle. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
  • Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier etiketleri


  • "Not knowing is not failure, it's the first step to understanding" BEST QUOTE EVER

  • 1. Start from questions, 2. Students need time to struggle, 3. You are not the answer key, 4. Say yes to your students' ideas, 5. Play!

  • This is the "I have a dream" speech of mathematicians.

  • As a math teacher myself, this is the kind of thing they should be showing us in our Teaching degrees. Phenomenal. Dan - if you ever read this - please know that I'm trying my darnedest to work your philosophies into my teaching (and YouTube videos!). I hope all math teachers can live up to your approach.

  • it's not the mathematics that puts kids off - it's teachers! Teachers teach maths like they are better than you because they know math, because math is a freemasonic language that only THEY can understand. Students are not given time for math methods to SINK IN, TO BE REALISED by the student.

  • This video is so important. I'm really disappointed with the state of math education right now when it's so easy to show how amazing it is!

  • Outstanding presentation! It has frustrated me so to have experienced math education reduced to a set of rules. Many textbooks have been fillled with formulaic, "cookbook" type content. Math should be challenging, but fun and playful at the same time. We need to empower students with the power of mathematical thinking and reasoning, not beat them down with rules and procedures. Thank you!

  • who disliked this?!?!

  • This teaching method applies to any subject by dealing with your students with respect. Great to see there are truly inspiring teachers out there. Loved it!

  • Competitive time-bound exams are necessary evils, but maths teachers have to teach kids to spend time with maths without deadlines. Like every other subject, lazy curiosity and creative thinking make you understand how things are really interconnected, even in maths. This way the kid might not be able to solve more test papers in less time, but he has a good chance of writing a paper that discovers or invents something new. Quality over competitive scores.

  • common multiples I saw it instantly and had a mathgasm-one poisonous high school math teacher robbed me of something I loved and I left my my love for decades. I rediscovered it as a middle-aged adult and have risen higher and explored deeper than I ever thought possible for myself. Salman Khan believes anyone can learn anything and based on my own Calculus journey I believe it too be true. If I can do it yourself can too!!

  • i immediately saw the connection of the colors, it's not that hard... or at least most of it.. when you go further the line it gets trickier..

  • Love the following the what if and ending up modular!

  • How refreshing -- and inspiring!  I have a learning center and am going to offer $1 to each of my students (they are still young enough to appreciate $1) who watches this and brings me a list of these five principals.  Then, I'll ask them how we should try to incorporate them into our program.  Thanks Dan.

  • Oh my god that killed me a little. If 2+2 = 12 then 2+0 = 10! Or 2+1 = 11!! What the hell!! If 2+2=12 then 2=6!

  • it's sad that we live in a society where there is the need for extra, or, out of the, ordinary teaching when it should be the ordinary to have good teaching in math

  • I am a average math student, but I love love the power of math to discover new things like Q-R code using probability, finding patterns. And I knew one day I would become a great mathematician. ..........................

  • I found it satisfying to be able to memorize facts and steps as a little kid, that was how I figured out patterns all by myself. I remember realizing how it all made sense

  • I love these talks, these are inspiring and motivating to me. But let's give the flip side. At what edge, at what point must we acknowledge that we are public servants and we have demands placed upon us by state education agencies that must be met in order for us to stay employed? At what point must we acknowledge that we have to hit all these standards in order to keep our evaluations clean and our test scores above set goals? And how we are supposed to accomplish those things using the methods and inspirations given in these conference talks?

  • The circular representation is a type of graph which can be used to depict octal bases and, as such, there is an error: have a look at the second ring where 14 is listed twice. [14 base 10 is 16 base 8]