As you might imagine, this is *definitely* based on a true story. I mean come on, the problem was identical to the previous, save one number.

“You just told me I had to give the students a *chance* to ask questions, not that they actually needed to!”

“Basically, I know you mathematicians enjoy solving the more general case, so I figured you would like the challenge!”

31 Jan 2020

“I don’t think that’s the correct term to use-“

“Okay fine, the data *farmers* are slow. Happy now?”

The difficultly with proofs at first is that you’re required to show things that feel *obvious*. A good proof should provide an explanation for something which isn’t clear. Unfortunately, when you start proving divisibility rules, there’s a limit to how much insight you get from the proof.

This is something I worry about a lot when learning. It’s why I try to teach and write about the topics I’m learning in order to push away that cliff.

24 Jan 2020

I understand the need for basic research, but I sometimes wonder how many different toy theories and models we really need.

22 Jan 2020

The eternal struggle: teacher finds new problems, and students react by combing every centimetre of the web for the solutions.

20 Jan 2020

As one of my professors used to say, “When you’re solving a problem, it doesn’t matter if your proof is messy, convoluted, or entirely unnecessary. If you’re using logic correctly, then it’s fine.”

17 Jan 2020

When a single sentence begins to have its own subplots and narrative structure, you’re probably going overboard.

15 Jan 2020