Interested in learning about differential geometry and its connection to geometric computing? All material from the Carnegie Mellon University course on #DiscreteDifferentialGeometry has been collected in a new webpage (videos, code, exercises, etc.). Check it out! geometry.cs.cmu.edu/ddg

Got a bit of slack in work schedule for next few months, so I'm taking on some consulting work. I do software dev, normally focused on systems architecture, low level, depessimization, big data, and complex operational constraints. Occasionally web dev, if interesting. Ping me.

I just read a thing claiming the goal is for kids to let go of visual/physical models. I disagree and think you should never let go of them fully. They can be trusted friends, always there in the background reminding you of meaning whether you’re actively using them or not.

Rearrange two 30-60-90 triangles with no overlaps so the combined shape has a line of symmetry. Find BOTH solutions (one of the puzzles from today's column.)

The Maison Poincaré – a maths museum in France by Sylvie Benzoni-Gavage. 4/7 euromathsoc.org/magazine/artic…

NEW Blog Post: ‘Learning from the practices of mathematicians’ What can we learn from how mathematicians work, think, and feel? A new series exploring how they come to know mathematics and what it means for maths education. amiealbrecht.com/2024/08/28/lea…

Have yourself introduced to the beautiful mind of Mikhael 'Misha' Gromov, in 'Great circles of mysteries', a short book which cover his views of mathematics, the world and the mind. On a quick aside, I love the fact that they used Misha on the cover😌

I feel Edmund Harriss may have ideas

Here’s another view of the trajectory I posted yesterday, of light doing one loop around a Schwarzschild black hole before rejoining its original trajectory. There are similar such trajectories making 2 loops, 3 loops… n loops etc approaching an unstable circular orbit.

There is a selection bias in college-level mathematics education: We believe that the status quo works well because it works for the top students (who go on to do PhDs, etc.). Yet it often works poorly for students in the “middle of the class.”

Teaching geometric series this fall? Here is a compilation video of 9 geometric series dissection proofs: youtu.be/gN4EFwF5Hro #proofwithoutwords #math

A flat torus in the 3sphere, built with the hopf fibration. It’s straightforward to show the preimage of any simple closed curve on S2 under the hopf map is a flat torus in S3. A beautiful result of Ulrich Pinkall is the converse holds: all flat tori arise this way.

Hey Bay Area people! I have a piece of art going up in a gallery exhibition! It's in Epperson Gallery's "Abstract Dimensions" show (Sept 22-Nov3), and there's an opening reception this Saturday. Come on by and say hi! eppersongallery.com/event-works.ph…

The next #illustratingMath seminar is taking place this Friday, October 11th. As usual, the seminar will be held via Zoom, so scan the QR code or head over to illustratingmath.org where you find the link to the Zoom and an invite link to our Discord server for the discussion.

I am excited to announce this year's OAME Leadership virtual event. Dr Rachel Lambert (Rachel Lambert (look for me on sky now)) will be sharing her session "Designing Equitable Mathematics from the Margins: UDL Math" with educators across Ontario. Register at: oame.on.ca/mcis/index.php… Pls retweet

Get mathy christmas presents sorted and help bring Mathemalchemy to the Navajo Nation! fundrazr.com/mathemalchemy?…

I often see young kids who are "at a 6th grade math level" in terms of arithmetic but NOT in other markers of mathematical maturity and abstraction. Like, they get numbers but can't handle word problems or geometry, won't work on difficult problems on their own, etc.

There is also a kind of fragility that strong kids often show that is, really, no fault of their own, but the result of learning things very quickly. There are some things that simply can NOT be learned very quickly. It takes years to get automatic about a lot of algebra stuff.

This is why what I think strong students *actually* need is a parallel curriculum that deepens their mathematical knowledge rather than just accelerating through it.

I don't understand companies trying to beat SpaceX to a satellite megaconstellation. How you gonna win when they control the cheapest launch systems? It's like trying to win at building skyscrapers when your competitor owns all construction companies.