Reasonable Assumptions

I just try to be unreasonable all the time. Much easier to be consistent.

Typographical Miss

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.

Question Period

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

Usual Approximations

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

Data Generators

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

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

Temporary Amnesia

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.

Semester Cycle

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.

Toy Theory

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

Rogue

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

Simple Result

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.”