A new MU study finds that students’ interest in math and their academic confidence is related to positive student-teacher bonds
In other words, every activity that didn’t involve a screen was linked to more happiness, and every activity that involved a screen was linked to less happiness. The differences were considerable: Teens who spent more than five hours a day online were twice as likely to be unhappy as those who spent less than an hour a day.
Instead, the teachers and coaches I met were quiet, even reserved. They were mostly older; many had been teaching thirty or forty years. They possessed the same sort of gaze: steady, deep, unblinking. They listened far more than they talked. They seemed allergic to giving pep talks or inspiring speeches; they spent most of their time offering small, targeted, highly specific adjustments. They had an extraordinary sensitivity to the person they were teaching, customizing each message to each student’s personality.
On John Wooden: Gallimore and Tharp recorded and coded 2,326 discrete acts of teaching. Of them, a mere 6.9 percent were compliments. Only 6.6 percent were expressions of displeasure. But 75 percent were pure information: what to do, how to do it, when to intensify an activity.
What if an investment returned 5%, 20%, and 50% over three years?
Year 1: $100 * .05 = $105
Year 2: $105 * .20 = $126
Year 3: $126 * .50 = $189
What was the annual return? Can you just average the percentages?
Let’s try it. The average of 5%, 20%, and 50% is 25%
Did you average 25% a year?
Year 1: $100 * .25 = $125
Year 2: $125 * .25 = $156.25
Year 3: $156.25 * .25 = $195.31
No, 25% for 3 years gets you a different amount!
You calculate the average annual return via the geometric mean (not the arithmetic mean)
Your annual return was actually 23.6%
Year 1: $100 * .236 = $123.6
Year 2: $123.6 * .236 = $152.77
Year 3: $152.77 * .236 = $188.82
Investing heavily in school computers and classroom technology does not improve pupils’ performance, according to a global study from the OECD.
- For questions that asked students to simply remember facts, like dates, both groups did equally well.
- But for “conceptual-application” questions, such as, “How do Japan and Sweden differ in their approaches to equality within their societies?” the laptop users did “significantly worse.”
- “The students who were taking longhand notes in our studies were forced to be more selective — because you can’t write as fast as you can type. And that extra processing of the material that they were doing benefited them.”
I noticed a for sale ad for a 1996 Mustang, and was struck by the $3500 price… ’94-‘04 Mustangs seem like a great bang for the buck: They are cheap, plentiful, have lots of parts available, and there’s lots of online DIY support. Perfect for a student or hobbyist on a budget.
I opened up 35 ads and noticed 19 were manual. I realized I was staring at a confidence interval problem!
If you have the only cell phone in the world, it’s pretty useless, since you can’t call anyone. If there are 2 cell phones, there is one possible connection. If there are 3 cell phones, you can make a total of 3 connections. 4 cell phones can have a total of 6 connections. 5 cell phones? 10 connections. 6 phones means 15 connections.
The more devices there are, the most connections you can make. The more connections there are, the more useful the whole network becomes. This is also called Metcalf’s Law.
Let’s look at the sequence of numbers generated above.
1, 3, 6, 10, 15, …
Can you see the pattern? The number of connections can be represented by where n is the number of nodes in the network. Notice that this is very similar to . So, the number of total possible connections is proportional to the square of the number of nodes in the network.