Jed

Jed

@jedediyah.com

Teacher ◦ Robots and mathy science ◦ He/Him #ITeachMath #ITeachPhysics #TeamCompSci #mtbos #PAEMST https://jedediyah.github.io/

930 followers925 following751 posts

Jed reposted

Another surprising "seed-42 coincidence" We were reading this: doi.org/10.1057/s415... and noted a mistmatch of data in Fig2 with reported stats (e.g. the SD of x-coordinates for blue crosses cannot be 30 as reported). We extracted the plotted points to investigate... #psychscisky #science

What a pleasure to present at #ATMNE26 and connect with wonderful educators. My talk "Experimental Mathematics: Computing and Visualization for Modeling and Data Science" was dedicated to Robert L. Devaney, who died this past year. Resources: jedediyah.github.io/atmne2026/ #Mtbos #ITeachMath

In the talk, I argue that K12 math is inexcusably dismissive and disconnected from computing, and K12 CS does somehow worse with regard to math.

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I'm about to claim that there is no data from the last 30 years that lets us characterize how american teachers teach math, that the last reliable info we have is the TIMSS video study...anybody want to point something out before I make an ass of myself in writing?

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one of the most beautiful formula in all of mathematics... combining so many of the most important constants... e, pi, -1, i, and 0.04321391826377224977441773717172801127...

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It's back to school this week for many, so this is your annual reminder about draustinmaths.com. There are now over 1200 free maths resources, including over 100 resources for A-level Maths and Further Maths. And when you've exhausted all of those, there are a few paid-for resources too!

draustinmaths.comMaths Teaching Resources | Dr Austin MathsDr Austin Maths is a free-to-use Maths teaching resources website, focussing on quality resources for KS4 IGCSE and GCSE Maths.

I was happy to see an honest review of lesson planning with "AI" in the cover article from this MTLT. I was thrown by the somewhat contradictory presentation in the journal. Maybe the partially completed progress bar is intended to imply that we are not there yet, despite the directive title.

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2. These lessons aren't "crafted" by chatbots, it is the work of the teacher who would "have to sift through some subpar tasks like this one before finding one worthwhile" iterating on an inefficient process that involves reading and re-reading, assessing and editing, validating, and doing it again

3. Promoting teachers going through this inefficient process argues for us doing unpaid labor for companies to improve their non-products. If a company has a good tool, good. It should not be the job of teachers to deal with tech garbage while doing the labor to improve it (and paying for it).

I was happy to see an honest review of lesson planning with "AI" in the cover article from this MTLT. I was thrown by the somewhat contradictory presentation in the journal. Maybe the partially completed progress bar is intended to imply that we are not there yet, despite the directive title.

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I appreciate the authors not over-anthropomorphizing chatbots, although there were multiple times where they referred to a chatbot making assumptions or choices. I would avoid describing text-generation this way since, at times, it seemed to imply a level of metacognition the software does not have.

What stood out to me as conspicuously missing were failing to acknowledge three things in particular: 1. Teachers having to do this level of lesson planning is wild, and this should be much less labor-intensive (or unnecessary) if teachers have sufficient curriculum resources.

I was happy to see an honest review of lesson planning with "AI" in the cover article from this MTLT. I was thrown by the somewhat contradictory presentation in the journal. Maybe the partially completed progress bar is intended to imply that we are not there yet, despite the directive title.

A more appropriate title would have been "Don't Lesson Plan With AI", considering the authors describe the results in the introduction as "less than inspiring" and conclude that "we do not think AI is ready to be used in this way" after pointing out several unresolved issues. #ITeachmath #MTBOS

Was the highlighted text on page 2 a pull quote? Because I'm not seeing where the authors wrote this sentence, and it sounded like the authors concluded that K-12 teachers *cannot* reliably prompt ChatGPT to create more ambitious, student-centered mathematics lessons...

"The Story is Systems, Not Ideas" "What’s more true is that the daily conditions of teaching pull towards meh-ness." "a story that people need to know—that in education, ideas of any sort won’t get you far. What matters is how it’s done."

Michael Pershan@mpershan.bsky.social

I didn't like the initial run of "Sold a Story" very much. pershmail.substack.com/p/emily-hanf...

In the new 2026 CSTA standards, each includes a "Students are not expected to" to help understand what the standard is not. So, what are students not expected to "understand", "apply" or "build"? "math" appears in 31 of the standards! In 27 of those, it appears after "Students are not expected to"

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Guess the year! There are some hints in there. "We must teach people not to think of technology as an authority figure. Without mathematical understanding people of the twenty-first century will be victims of computer mysticism". Bruh, math educators failed so hard at this... 😭

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In #MathsToday we talked about cryptography. First, how cryptographic systems don't matter if you just share your data (there are many examples). Then rot, substitution, one-time pads, Vigenère, Enigma, and finally public-key. #mtbos #ITeachMath

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In #MathsToday we talked about cryptography. First, how cryptographic systems don't matter if you just share your data (there are many examples). Then rot, substitution, one-time pads, Vigenère, Enigma, and finally public-key. #mtbos #ITeachMath

It struck me is that we have talked about Galton, Fisher, Pearson --> Hitler, Watson (IBM), WW2 --> Turing and Enigma, Turing and AI --> IBM and Watson (computer) --> current tech bros & TESCREAL. Tech history is so instructive and insightful. History offers so much benefit to technical curricula.

Excited to be named a CSTA Responsible AI Fellow.

We're excited to announce the 2026 #ResponsibleAI Fellowship cohort! These 15 educators will participate in a six-month program that empowers educators to develop ethical, inclusive, and transformative approaches to artificial intelligence teaching. 🤖🎉 buff.ly/PM54mbb

This month marks the 20th anniversary of my entering the classroom as a teacher! I was just going through a folder from my first Computer Science course (2009) and am not surprised by myself. Class #1 was "Ethics" #TeamCompSci #ITeachCS #CompSci

I never met Dr. Nancy C. Dunigan, but I have a copy of the 1981 NCTM Yearbook that once belonged to her. I occasionally get a used math book and can find information about the previous owner. She sounds like a real swell lady and dedicated educator. www.dignitymemorial.com/obituaries/l...

It looks like there are some amazing presentations from teachers in the program for #NCTMDen26. I'll be presenting on the importance of computing in mathematics and how basic familiarity with a numerical computing platform can open up new worlds of beautiful mathematics. #ITeachMath #mtbos

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I'm not joking when I say mRNA technology is more important than "AI" and it's a tragedy we're throwing billions into one while our government is aggressively defunding the other.

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