Professor, Thank you for the enthusiastic response!
I am not an educator. I write programs sometimes. I wrote something about attention focusing, see github, user enthor. Perhaps useful! Anyone who wishes may contact me via gmail user id b252t11q. I would love it if we could solve this problem. On Wednesday, June 2, 2021, Gregory Bard <[email protected]> wrote: > I think that this idea is superb. > > There is a huge opportunity for products aimed at families, where someone > roughly of age 13-19, feels drawn towards STEM, and wishes to voluntarily > "play" with STEM concepts in the summer---a time when schools (at least in > the USA) are closed. This is analogous to someone of the same age who feels > attracted to soccer or swimming, and who voluntarily devotes a few weeks in > the summer to go to a camp dedicated around that sport. The young person > would instead go online, and engage with Sage, math, physics, Python, > chemistry, and perhaps some economics too (e.g. linear programming). > > Many schools for that age group have a "math and science club" or a "STEM > club" that could point young people toward these activities. These > activities could also be enjoyed by young people on weekends during the > school year. > > The computer gives a lot to such an enterprise, as compared to a textbook > without the use of a computer. There can be graphics, animations, and even > encouraging sounds when a "challenge" is successfully completed. We can > have videos from university (or school) faculty who have authored any > particular lesson, introducing the concepts. Due to the pandemic, vastly > more teachers and professors know how to make videos now, compared to 2018. > > Of course, I won't be able to devote any time towards this while the 2nd > edition is still in progress. The 2nd edition "owns" my time this summer. I > can contribute time starting in September of 2021. > > I think the key to success would be to have a medium-sized group of > authors, a diverse mix of high-school teachers and university professors, > making mini-projects and challenges in many subjects, perhaps with some > peer-review (but not too much). The teachers and professors who volunteer > their time should not be micromanaged on things like fonts and indentation. > That sort of nit-picking about typesetting is a wet blanket that smoothers > and asphyxiates creativity. > ---Greg > > p.s. In case someone wants something right away, for an eager teenager > bubbling with early-June energy and enthusiasm, I recommend: > > - B. Averbach and O. Chein, *Problem Solving Through Recreational > Mathematics*, published by Dover Publications in 1999. [Originally > published by W. H. Freeman & Co. in 1980.] (400 pg.) > - J. Beissinger and V. Pless, *The Cryptoclub: Using Mathematics to > Make and Break Secret Codes*, published by CRC Press in 2006. (215 pg.) > - G. Ellison. *Hard Math for Middle School*, self-published in 2010, > but really good. (238 pg.) > - S. Gordon, F. Gordon, A. Tucker, and M. Seigel, *Functioning in the > Real World---a Pre-Calculus Experience*, published by Pearson, 2nd > edition in 2003. (800 pg.) Note: this is more suited to the classroom than > to recreation. > - B. Kastner, *Space Mathematics---Math Problems Based on Space > Science*, published by Dover Publications in 2012. [Reprint of *Space > Mathematics: A Resource for Secondary School Teachers*, published by > NASA in 1985.] (192 pg.) > - ... and since employers and universities alike are decrying the lack > of "soft skills" (organizational and communications skills) in today's > "under 25" generation, I would be doing a teenager a disservice if I did > not also recommend: D. Allen, M. Williams, and M. Wallace, *Getting > Things Done for Teens---Take Control of Your Life in a Distracting World*, > published by Penguin Books in 2018. (288 pp, many of which are cartoons.) > > > On Wed, Jun 2, 2021 at 2:48 PM enthor <[email protected]> wrote: > >> Hello Professor Bard, >> >> I look forward to reading the new edition. >> >> I wonder what you think about writing a version geared towards younger >> students. For the last couple of years I have concerned myself with the >> woeful state of student preparation for college-level STEM majors as >> evidenced by the standardized test scores ... in math and everything else. >> I haven't come up with any hopeful answers yet except for a) increasing >> interest and motivation (somehow); b) attention-focusing mental disciplines >> (e.g. "Flow"); and c) math counselors / coaches assigned to each student >> for their entire academic career. I think SageMath could be pretty great. >> >> Best wishes! >> >> On Thursday, May 28, 2020 at 11:49:42 AM UTC-7 [email protected] >> wrote: >> >>> Dear sage-edu, >>> >>> I'm embarking on an exciting project over the next six weeks. I'm >>> updating >>> my book, *Sage for Undergraduates*, to be compatible with the new >>> Python3 >>> syntax. In this 2nd edition, I'll also add a few projects from >>> macroeconomics, >>> epidemiology, and differential equations. >>> >>> I'm curious if anyone has any requests for me? Was there a topic that I >>> left >>> out in the 1st edition, that you think I should have included? Was there >>> a >>> topic or concept that I covered badly? Don't be afraid to criticize---I >>> don't >>> mind at all. >>> >>> If there is something that I can add, which will be useful to your >>> teaching, >>> to your students, or to your research, then please let me know as soon >>> as possible. >>> ---Greg >>> >>> p.s. Like the 1st edition, the 2nd edition will be available for free in >>> electronic form. 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