Math Circle Presentations: Difference between revisions
(→Plan) |
|||
| Line 16: | Line 16: | ||
We encourage presenters to spend half of the time having students explore problems on their own. For instance, a common and successful format would like this: | We encourage presenters to spend half of the time having students explore problems on their own. For instance, a common and successful format would like this: | ||
<ul> | <ul> | ||
<li> Put a lead-in question on the board before the start of the session. Float around and chat with students and parents about the problem as everyone trickles in and gets settled.</li> | <li> 5:55-6:05: Put a lead-in question on the board before the start of the session. Float around and chat with students and parents about the problem as everyone trickles in and gets settled.</li> | ||
<li> 6:05: Begin the session with a brief introduction of the topic. Set-up the first round of problems. </li> | <li> 6:05-6:10: Begin the session with a brief introduction of the topic. Set-up the first round of problems. </li> | ||
<li> 6:10-6:25: Students work on problems.</li> | <li> 6:10-6:25: Students work on problems.</li> | ||
<li> 6:25-6:40: Discuss solutions to some of the problems and how they relate to your topic. Set up new problems. (Note: the problems) </li> | <li> 6:25-6:40: Discuss solutions to some of the problems and how they relate to your topic. Set up new problems. (Note: the problems) </li> | ||
Revision as of 20:09, 14 August 2014
Advice on presenting at the Madison Math Circle
This page is meant as a resource for presenters at the Madison Math Circle.
Who is the audience?
The audience currently consists primarily of middle school students, but there are some high school students and a few advanced elementary school students as well. The number of students has varied somewhat dramatically in recent semesters, but you should expect about 10-20 students.
Questions
If you have any questions at all, you can write directly to any of the organizers (Carolyn Abbott, Gheorghe Craciun, Daniel Erman, Lalit Jain, Ryan Julian, and Philip Matchett Wood) or you can email the organizers list: math-circle-organizers@math.wisc.edu.
Selecting a topic
We have seen successful math circle presentations on a huge range topics, including pure math, applied math, computer science, and more. Basically any topic with a mathematical or quantitative component could be an appropriate topic. One key is crafting problems that the students can explore on their own which will give them a feel for the larger topic. If you want help in fleshing out an idea, contact the organizers!
The book Circle in a Box by Sam Vandervelde (which is available online http://www.mathcircles.org/node/65 or at our very own math library) has lots of nice ideas.
Plan
We encourage presenters to spend half of the time having students explore problems on their own. For instance, a common and successful format would like this:
- 5:55-6:05: Put a lead-in question on the board before the start of the session. Float around and chat with students and parents about the problem as everyone trickles in and gets settled.
- 6:05-6:10: Begin the session with a brief introduction of the topic. Set-up the first round of problems.
- 6:10-6:25: Students work on problems.
- 6:25-6:40: Discuss solutions to some of the problems and how they relate to your topic. Set up new problems. (Note: the problems)
- 6:40-6:50: Work on new problems.
- 6:50-7:00: Pull everything together.
Supplies
AV Equipment
Comments on AV equipment.